Adult Education and Lifelong Learning — House of Lords, 2016-01-28
Topic: Education
Peter John Hennessy (Crossbench, Unknown): My Lords, it is a pleasure and an honour to be the first to congratulate the noble Lord, Lord Willetts, on his fine and witty maiden speech. I have known him since he was a member of Lady Thatcher’s Downing Street policy unit in the 1980s and have long admired the intelligence and care he brings to public policy. Whenever people say to me that politicians favour policy-based evidence rather than evidence-based policy, I am tempted to say, "Do you know David Willetts?", by way of antidote. As Minister for Science for four years, he was greatly respected in the world of the learned societies, not just for protecting the science budget, which really mattered, but for the seriousness with which he took, and takes, the life of the mind generally. I look forward with relish to his future speeches and much, much wisdom to come When it comes to adult education, I have a hero: R H Tawney, economic historian and pioneer of the early days of the Workers’ Educational Association. I am wearing a tribute to him. He was a man of tweed, who used to light up a pipe which would set his tweed jacket on fire at regular intervals. I have forsaken the pipe but I am wearing my Tawney tweeds to salute him and, indeed, his pioneering days as a founder of the Workers’ Educational Association. Listen to him for a moment lecturing in 1953 to mark the 50th anniversary of the WEA "The purpose of an adult education worthy of the name", said Tawney, "is not merely to impart reliable information, important though that is" He continued: "We can, if we please, resign the search for solutions to our problems to the superior wisdom of persons who are delighted, if we will let them, to do our thinking for us. We can, again, evade the perplexities which that search involves by taking refuge in the illusory consolations of dogmatic ideologies, whose votaries, by claiming the possession of prefabricated formulae adequate to all situations, are dispensed from the necessity of grappling seriously with any one of them" Powerful, stuff, my Lords—adult education as the stimulator of a free trade of the mind, which is what it is all about and always has been Twenty years after Tawney took to the lectern to deliver those words, I found myself, as a young journalist on what was then the Times Higher Education Supplement with adult education as part of my beat. The big story of that year, 1973, was the publication of the Russell report on adult education. I think it repays rereading. Sir Lionel Russell and his colleagues looked back to the pioneering days of Tawney and forward to our time, to this very era in the 21st century. Section 42 of Rab Butler’s fabled 1944 Education Act laid an obligation on local authorities to make provision for the education of adults. Russell and his colleagues thought that it was patchy and inadequate—just the same sort of feelings that we have expressed in your Lordships’ Chamber today. Russell pressed for what he called "a comprehensive service" for adult education in England and Wales which, at that time, was in receipt of but 1% of national spending on education Looking forward to the 21st century, the Russell committee foresaw substantial changes in the patterns of work and leisure and changes in the education system. What worried them was the possibility that a, "more complex, more open and more mobile society will also run the risk of discovering new forms of social casualty"— an interesting phrase— "and there is nothing in contemporary trends to suggest that, as we become wealthier as a nation, social casualties will not occur or that adequate funds will automatically appear for their relief" For all my natural sympathy, then and now, with the thrust of the Russell report, I think that the idea of a comprehensive adult education service never quite fitted us as a nation with our eclectic, very British mixed economy of voluntary and publicly provided adult education, not least because there is a danger of loading too much freight upon adult education as a filler of gaps left by earlier formal education, a contributor to the skills base of the workforce, a trainer for social leadership and community action and a stimulator of individual artistic or literary activity The Russell committee, for example, did not foresee and could not have foreseen the cornucopic possibilities for individual and shared learning opened up by the digital revolution. Even the magnificent, cumulative success story of the Open University, of which the noble Baroness, Lady Williams, reminded us, was at its fledgling stage when the committee reported Another example over the past quarter of a century of adult education, the appetite for which is widely shared, is the glorious efflorescence of the literary festivals, with more than 360 in the country last year. It is almost as if a secret known only to the WEA, the university extra-mural departments and the wonderful Historical Association—I declare, with pride, my honorary membership of the Bolton branch of the Historical Association—suddenly transported itself to the marquees and halls of our glorious literary festivals. You can fill a hall at a literary festival to talk about politics in a way that you cannot if you are a professional politician. It just shows that Oscar Wilde was wrong in this sense when he said: "The trouble with socialism is that it takes up too many evenings" No one minds the literary festivals taking up too many evenings—they love it. The divine spark of adult education is either lit or waiting to be kindled within all of us. For adult education, as Tawney said, should be concerned, "not merely with the machinery of existence, but with the things which make it worthwhile to live" Finally, I add my fond farewell to the noble Baroness, Lady Williams of Crosby. She understands so well the wider Tawney tradition and so much more. The noble Baroness has been a friend and an adult educator of mine for more than 40 years. How fortunate I have been.