Citizenship and Civic Engagement (Select Committee Report) — House of Lords, 2018-11-19
Topic: Education
Robin Granville Hodgson (Conservative, Centre-right): My Lords, I was lucky in at least three ways when I was selected to chair the one-year Select Committee on Citizenship and Civic Engagement. First, I was lucky because, although the topic may not appear glamorous compared to the AI debate that we have just been listening to, this issue is none the less of critical importance, because civic engagement is at root the glue that binds us together. An analysis and examination of that glue and its effectiveness will always be important, but never more so than when the country is going through such a rapid rate of socioeconomic change as it is experiencing at present Secondly, I was lucky to have a very talented committee, and not only talented but diverse in view and approach—there was no groupthink on our committee, I think we would all agree. We produced a unanimous set of recommendations, whose varying light, shade and emphasis will be reflected in the contributions that your Lordships’ House will hear over the next couple of hours, I am sure Finally, I was lucky in the quality of our support staff, ably led by Michael Collon. I hope that Michael will take it as a compliment—and it really is meant as a sincere compliment—that I used to regard him like a mother hen clucking over the chicks to make sure that they were okay. Members of the committee may not be aware that Michael had a hip replacement operation a couple of weeks ago, so he cannot be here to watch over the chicks this evening. He may be watching on the parliamentary channel but, whether or not he is, I am sure that I speak for the whole committee and indeed the whole House when I send him best wishes for a speedy recovery and return to work. Michael was ably backed up by his excellent assistant, Tim Stacey, and our specialist adviser, Professor Matt Flinders, was redoubtable, irrepressible and innovative—essential ingredients for a really high-quality special adviser. Nor should I fail to mention the others who helped us on our way, notably the House’s press team, led by Katy Durrans In my contribution I will focus on three topics: values, the role of citizenship education, and the importance of being able to speak, read and write the English language fluently. First, as our report makes it clear, it is not for a committee of your Lordships’ House to set down a definitive list of the values that citizens and residents of this country must and should adhere to—although at paragraph 58 we offered as a straw man, "democracy, the rule of law, individual liberty, and respect for the inherent worth and autonomy of every person" In this context, individual words can take on a particular significance—specifically the Government’s continued focus on the word "fundamental" as part of the phrase "fundamental British values". In our view this has, rightly or wrongly, led to a situation where one section of our community feels singled out. "Fundamental" as a word has become pregnant with meaning because of its close association with "fundamentalism". I regret that the Government in their response to our report were not able to take this point on board That aside, there is an urgent need for us as a country to get behind, promulgate and defend those values that are agreed to be central to our society. As Dame Louise Casey said in evidence to our committee, at paragraph 56, "you do not pick and choose the laws of this country. The laws that protect religious minorities are the same laws that say I am equal to a man. You do not pick which ones you want. It is not a chocolate box of choice; it is something you have to embrace. If you are uncomfortable with that, I now say that is tough" There are red lines that need to be defended. As our report went on to say: "The epithet ‘racist’ has rightly acquired particular force and opprobrium in modern day Britain. Those who seek to continue to promulgate approaches that are not in line with our values, such as the value of equality, have been known to make use of this phrase to rebut criticism of their approach. Where necessary society must be sufficiently strong and confident not to be cowed into silence and must be prepared to speak up. Fear of being labelled ‘racist’ is never a reason for those in authority not to uphold the law, or for citizens not to raise their concerns" What is particularly strange is that the Government, who have proved quite obdurate in sticking with the use of "fundamental", do not appear to be prepared to follow through with identifying and addressing the challenges posed to the agreed red lines as part of their Integrated Communities Strategy. This appears to suggest an approach based on nudging. From the evidence we received, there are some unacceptable views and practices in all parts of our society which I fear are unlikely to be changed merely by nudging On citizenship education, our fellow citizens, of any age, do not learn about how our society works—the role of central and local government, as well as of the courts, together with the complex fabric of our civil society—by magic. It has to be taught, and taught well. Further, citizenship education is not part of what is known as PSHE—personal, social, health and economic education—or vice versa. I hope that the noble Baroness, Lady Lister, who I look forward to hearing from later, will forgive me if I steal a moment of her thunder. She beautifully outlined the difference between the two. Citizenship education is about looking out into our wider society; PSHE is about looking in at the way each of us behaves. Good citizenship education is not just book and classroom-based; real-life practical activities such as debating clubs are an equally important part While our committee heard evidence of some inspiring work going on in schools, too often it appears that schools regard citizenship education as a "nice to have", not a "must have". Surely that needs to be reversed. In this connection, one can only regard the Government’s response to our recommendation 16 as disappointing. First, the Government have used a commitment not to make any changes to the curriculum during the current Parliament as a reason for not pushing forward on this issue, and secondly, they pointed out that the Department for Education, "does not specify how schools teach citizenship as a subject" This approach has resulted in the uneven and unsatisfactory approach to this critical subject, about which our committee was very unhappy My third and final issue is on being able to speak, read and write English fluently. This is often an issue seen through the prism of the first-generation immigrant communities. In fact, as our committee found out, the challenge is far more widespread than that. It is hard to think of a job, beyond that of manual labour, where fluency in the English language is not critical—and that is just about employment. The possibility of an individual with limited linguistic skills being able to make a significant contribution to our civic life must be vanishingly small. The Government are to be congratulated on having recognised the importance of this issue in their Integrated Communities Strategy. The challenge for the Government will be whether, from savings elsewhere or from new resources, there will be the capability to drive home these well-intentioned expressions and turn them into practical results Of course, it is not just the responsibility of the Government. As in so many areas which are committee-considered, rights have to be balanced with responsibilities. It is therefore really important that all sections of society understand that, as residents of the United Kingdom, they have a duty to make every effort to learn the English language—and not just the head of the household but every member of the family. For example, the statistics on the percentage of women in the UK born in Pakistan or Bangladesh who cannot speak English well or at all are shocking. To remedy this is a critical step in empowering these women and enabling them to live fulfilled and participative lives Finally, I turn to what I felt should be called "initiativitis". New Ministers eager to show zeal and activity begin a programme but too often, before the programme can show whether it is valuable, the Minister has departed and his or her successor starts up yet another initiative. Successful civic engagement is not made up of a series of one-shot deals; it is the result of the sustained application of policies over the long term.