Middle East (IRC Report) — House of Lords, 2017-07-04
Topic: International Affairs
Jean Coussins (Crossbench, Unknown): My Lords, I have the privilege to serve on the International Relations Committee and to have been part of the inquiry into the Middle East. I echo the grateful thanks we owe to our clerks and policy analysts for their superb support The first point I would like to make is about our methodology. We were conscious that, in the region of our inquiry, young people between 15 and 24 make up more than one-quarter of the population, and in some countries this figure is even higher: for example, in Jordan 70% of the population are under 30. The young tend to be excluded from formal political processes, but they are well-informed and connected by technology, not only within their own country but globally, and so have become increasingly activist and questioning. We were keen to reflect the views of young people from the Middle East in our evidence. The views of the usual suspects, if I may respectfully refer to them like that—current and former ambassadors, Ministers, senior civil servants, diplomats and professors—are, of course, absolutely vital, but that was not going to give us the inside story of what young people think. Our round table, attended by 19 young people from 14 countries, was both enlightening and innovative. Their views surprised us on some issues, reassured us on others and certainly gave us some ideas and perspectives that we could not possibly have heard from anywhere else. A great summary of what they said they welcomed as positive British social and cultural influences was: the BBC World Service; Premier League football; and Monty Python. I suggest that this form of consultation with young people might be a standard feature of methodology for all Select Committee inquiries to consider, whatever the topic Two prominent themes to emerge from our discussions with the young people are important threads throughout the report: stability and soft power. I want to make a few brief comments on these, in particular on the role which language skills play both in promoting stability and exercising soft power A core conclusion we reached was that the priority for British policy should be to encourage efforts at stabilising the region. A number of witnesses, including some of the young people, told us that they would choose stability over democracy any day. It was clear to us that one of the most effective drivers of stability across the region is support for the expansion of educational opportunities and educational reform, and the UK has a crucial role in this We are talking about education in the countries concerned as well as creating more opportunities for young people from the region to come to the UK to study. On the former, the British Council is already playing a huge and constructive role, with a presence in 17 countries in the MENA region and 1,600 staff. Its work is not only in teaching English but in programmes which promote various skills of public life, such as debating and social activism. One British Council initiative has delivered 100 social action projects since 2011 among the displaced Syrian community, spanning education for children, community peacebuilding and women’s economic empowerment On the other side of the educational coin, the report also recommends that the UK should continue to encourage young people from the region to study in the UK, which will increase our influence among future leaders and decision-makers. However, as the noble Lord, Lord Howell, said, we strongly agree with other reports to your Lordships’ House stating that the UK Government should stop treating students as economic migrants and remove them from calculations of immigration figures. It is extremely disappointing to see that the Government response continues to resist this recommendation But education cuts both ways, and our inquiry also revealed something of a skills deficit in the UK as far as the Arabic language is concerned. Speaking another language is not just about mastering grammar and vocabulary but brings with it the cultural understanding which promotes greater facility in diplomacy, trade, security and community cohesion. It is a myth that everyone speaks English. Even though speaking English is almost always an advantage in today’s world, speaking only English is a huge disadvantage. Arabic is the fastest-growing language on the internet and social media. We are fortunate that the BBC World Service is expanding its reach in the MENA region. In its evidence to our inquiry, it told us of its investment in the Arabic service’s digital offer and plans to strengthen existing TV and radio output However, our witnesses from both the World Service and the British Council pointed to the deficit of Arabic speakers in the UK. Despite the need for speakers of Arabic, and indeed of Farsi, for access to the region, this remains a need insufficiently supported by Her Majesty’s Government. This is very short-sighted, as a British Council analysis found that Arabic is important for the needs of export growth and future trade relations, as well as for security and influence. It also said that the learning of Arabic was about British young people being more, "internationally mobile, open and curious to the world" Yet, the head of Arabic services at the World Service told us that its attempts to recruit Arabists, or Arabic speakers, in the UK usually come to nothing. Indeed, it is shocking that Arabic is offered at degree level at only 15 UK universities out of 167. Somewhat surprisingly, the learning of Arabic has increased in schools, but these are overwhelmingly those belonging to the Association of Muslim Schools, which are faith schools, and the Arabic being taught is more likely to be the classical Arabic of the Koran than modern standard Arabic, which is taught in only a handful of mainstream state schools, often as an extra-curricular subject. Just for the record, and in case our report should confuse or be misinterpreted, I must point out a misprint in paragraph 396, where the words "Modern Standard Arabic" are misplaced and look as if they refer to the classical Arabic of the Koran rather than the Arabic being taught in mainstream schools. Of course, MSA and classical Arabic are not the same thing The report recommends that the Government should invest in a long-term plan to increase the UK’s expertise and proficiency in Arabic. There is a good model for this in the existing £10 million a year partnership between the Government and the British Council with the Mandarin Excellence Programme. However, the Government response says that this is not on the cards for Arabic because Arabic, unlike Mandarin, is not sufficiently established in schools. Surely that is a circular argument: the Government appear to be saying that they will not invest in boosting Arabic because it is too weak in schools; it is weak in schools because it is not getting enough government support. Is the Minister prepared to reconsider the Government’s position on this and come up with something similar for Arabic, including an equivalent level of financial investment in what is clearly in Britain’s long-term interests?