Covid-19: Children — House of Lords, 2021-06-17
Topic: Education
Stephen Barry Jones (Labour, Centre-left): I thank my noble friend Lady Morris, for her debate and acknowledge the conviction and rightness of her remarks, and in the true voice of the great city of Manchester. I served in three Administrations alongside two Morris brothers in another place, a father and an uncle to the noble Baroness, and very fine advocates for the city of Manchester The great William Gladstone, the people’s William, on the passage of a franchise Bill was heard to say: "We must now educate our masters", but left-behind communities remain, despite all the national treasure expended by all Governments since 1945. Unsuccessful schools, bad health, inequality, poverty, Covid—the heartfelt speech of the noble Baroness, Lady Morris, tells us how far we still have to go. A generation ago, the late, wise, noble Lord Dahrendorf, he of the London School of Economics, used the descriptive phrase, "the underclass". That unwoke phrase is not deployed today, but it carried a chilling truth. My noble friend Lady Morris, in more human terms, has described a large distressed segment of British society At the Downing Street lectern, the incoming Premier, Mrs Theresa May, made a compelling speech of sincerity. One of her phrases told of her concern for those "just getting by", a noble sentiment, and this debate over- whelmingly concerns those young people in the homes of those just getting by. This describes many millions of our fellow citizens, but what of those who are not getting by? We know the answer. Many tens of thousands of our fellow citizens are not getting by RA Butler’s Education Act 1944 envisaged secondary technical schools but they did not happen. Tony Crosland, he of The Future of Socialism, and Prime Minister Margaret Thatcher pretty well eliminated the grammar schools without improving much else. Our polytechnics, technically oriented, sought university status and arguably took their eye off the skills and apprenticeship world. Female entry into industrial apprenticeships is far from equal—an imbalance to be tackled. I think the key is the teacher and the lecturer if we want children and young adults to make their way. We underrate, underpay and misunderstand the teacher. We need more teachers As a class teacher, I realised that if you strain the children, you strain the teachers. The teacher who gives her all throughout lesson times is exhausted when the final bell rings. As a young Minister with an education portfolio, I noted that the LEA’s older, besuited councillor type was keenest on the fortunes of the most able. As an FE lecturer, I taught aerospace apprentices and saw their responses to practical challenges. They thrived on the vocational. The diligent, positive Select Committee chair, Robert Halfon MP, is surely right to call for more vocational curriculums. It is a very positive move for the Times newspaper to set up an education commission, and surely the respected Rachel Sylvester, as chair, will deliver a helpful, decisive compass for action. Tony Blair’s recently delivered speech referred to the many forgotten towns and communities. He made helpful suggestions concerning new universities in the north. There is a way forward To conclude, we live in an alarmingly unequal society —indeed, one of rapidly increasing inequality. At a time when most of us live in homes of promise and prosperity, or homes of great prosperity and much possession, it is all so unequal, so very unjust, that it is now a challenge to British statecraft.