argyrotsipi/train-dataset huggingface dataset:
Education (Environment and Sustainable Citizenship) Bill [HL] — House of Lords, 2021-07-16
Topic: Environment
John Lawrence Whitty (Labour, Centre-left): My Lords, I thank my noble friend Lord Knight for this much-needed Bill. Most of us have met children—often quite young children, through to teenagers—who are evangelical about caring for our environment, climate change and restoring nature. To us adults, it is heartening and shaming that they are so knowledgeable, so committed and, in many cases, so scared, but their knowledge, concern and enthusiasm is random. It is not the result of any coherent strategy from the education authorities. It reflects the commitment of particular teachers, school cultures and parents. It is no thanks to the curriculum gurus or the Department for Education that kids are so aware. As my noble friend Lady Blackstone and the noble Baroness, Lady Richie, have just said, bits and bobs of climate change will be attached to nature study at primary level and to science and geography at secondary level, but it is not at all coherent The failure of leadership from the top in the education establishment was brought home to me this week. I am a member of your Lordships’ Select Committee on the Environment and Climate Change. We asked all Whitehall departments for their preparations for COP 26 and beyond. DfE’s submission was instructive—and utterly depressing. It started with a bang, declaring that the aim was to profile England as a trailblazer for climate education, but then it immediately said, just four months off Glasgow, that it is currently exploring what a climate change policy and programme could look like There then follow two pages about reducing carbon emissions on the education estate, which is quite necessary, and a page on skills for the green economy, which are also much needed. But it then goes on to say: "we will explore"—not even "we are exploring"— "how we can best prepare this generation for the world in which they will live." It goes on to say that the department is "planning to recruit an environmental analyst/scientist" Children who are currently in primary school will be only in their 30s by 2050, by which time we are supposed to have reached net zero and halted the global temperature rise to below 2 degrees, or else, if we have not all changed our behaviour, we will be facing existential catastrophe A sense of urgency and of strategy is required in the curriculum as part of tackling the problem. Scientists understood global warming in the 1950s. World leaders formally acknowledged it in Rio, in 1990. The Kyoto agreement was in 1997 and Paris was five years ago, and yet in July 2021, the Department for Education is still just "planning to recruit an environmental analyst/scientist". That is not good enough. We need a massive shift to deliver a curriculum on climate and the natural world. We are not getting it from the DfE, nor from our universities and education gurus, but it should be central to behaviour and sustainable citizenship. Our grandchildren need this Bill.
Education (Environment and Sustainable Citizenship) Bill [HL] — House of Lords, 2021-07-16
Topic: Education
Christine Blower (Labour, Centre-left): My Lords, I declare my membership of Peers for the Planet. I will take a somewhat different approach from the noble Baroness whom I follow The global union federation of education, Education International, proudly proclaims: "Education is a human and civil right and a public good" As such, it is essential that education has the role, right and responsibility to help children and young people ensure and secure their own future. We and they are now facing a climate and biodiversity crisis, alongside the ongoing challenge of the Covid-19 pandemic, but we are not yet confronting these issues in all our classrooms with all our children—although some teachers are teaching these topics and doing so very well. This is the main reason the National Education Union has long campaigned for a curriculum that can address these issues and fully engage learners at all key stages. Globally, teachers discuss the need to address education about the climate and the environmental crisis through their unions, in negotiations with their employers, in Italy and elsewhere, and they are beginning to make the curriculum changes needed. As we have heard, nearly 90% of teachers in the UK agree that the climate crisis should be a compulsory part of the curriculum, but as many as three-quarters of them do not feel well equipped enough for such teaching, so it needs to be part of initial teacher education too, as referenced by my noble friend Lady Blackstone A very great deal about the Bill is positive, and much has already been covered by other noble Lords. However, I wish to particularly commend my noble friend Lord Knight for the following phrasing, highlighted by the noble Baroness, Lady Bennett: "instils an ethos and ability to care for oneself, others and the natural environment, for present and future generations." This should be at the heart of pedagogical practice. In the face of the crises that we are all confronting, the Bill will ensure that we take a key step in engendering hope, for our current and future generations, that they can and will rise to the huge global climate challenge, equipped with the knowledge, skills and agency necessary. This is a good Bill, and I wish it well for its future stages.
Education (Environment and Sustainable Citizenship) Bill [HL] — House of Lords, 2021-07-16
Topic: Education
Leslie John Griffiths (Labour, Centre-left): My Lords, I am most grateful for the introduction of these themes by my noble friend Lord Knight. I am astonished that they were capable of being read in the way that the noble Baroness, Lady Fox, interpreted them—astonishing to me and, I guess, to most of us. I want to talk about the way curriculums are made and education policy is set. It turns out that one reform after another comes from this and the other place and is then expected to be implemented where education is done To move towards my core point, I will cite the curriculum process that is happening in Wales at the moment. We were disappointed by some of the initial turns that the Government in Wales took after devolution, but a lot of learning took place from that. From 2015, a process began that will achieve most of the objectives that have been stated in the speeches here First, it has been pitched at not only formal education in maintained schools but pupil referral units, nursery settings and the provision of education other than at school. Everybody with a stake in the education of children in Wales has become a partner in the discussions. The proposed curriculum requirements that are now emerging, and will be implemented in this, next and subsequent years, are aimed at all learners from three to 16. That picks up a point that other noble Lords have made. It has been trialled in 10 pioneer schools across the principality, which included schools in rural and urban settings, those that are bilingual, English-medium and Welsh-medium, primary, secondary and special schools, those with a religious character and of a range of sizes. Therefore, insights have been gained The important thing—perhaps the noble Lord, Lord Hannan, will be pleased by this—is the involvement of stakeholders and participants in the profession of teachers. Teachers have a say in forming policy relating to the job they do. So there is a wonderful balance between the Government setting the core principles that have to be achieved and an amazing amount of flexibility—including all points of a given question that the noble Baroness, Lady Fox, is worried about—which can be discussed based on perceived priorities across the land, in these different settings When my friend the Bishop of Liverpool was inducted, he told me that in his first year he went around all the schools in his diocese. He asked the sixth-formers to tell him which important things they wanted to be better represented in their educational experience. Again and again, 95% said they wanted to better understand what lies behind the current debate in our newspapers and daily experience about climate change and the planet. If children can speak with that degree of unanimity, Parliament ought to too.
Cyberattack: Microsoft — House of Lords, 2021-07-22
Topic: Technology
Raymond Collins (Labour, Centre-left): My Lords, I must admit that I share the view of Iain Duncan Smith about the seriousness of this matter and why there was not a Statement from the Government at the time. In the Commons, the Minister estimated that approximately 3,000 UK-based organisations may have been vulnerable to this attack, but there was no confirmation on whether any public bodies are included in this figure. Can the noble Lord, Lord Ahmad of Wimbledon, state whether any public bodies were compromised and what urgent steps are being taken to secure public bodies from future attacks? Also, when the Government acted with targeted sanctions against individuals involved in the Russian state-backed cyberattack on the German Parliament, why were there no sanctions in response to Chinese state-backed cyberattacks, on—among others—the Finnish Parliament?
Cyberattack: Microsoft — House of Lords, 2021-07-22
Topic: Technology
Mary Goudie (Labour, Centre-left): My Lords, the widespread nature of this attack shows that cybersecurity is a global issue which needs global co-operation. What steps are the Government taking to play a greater role in the United Nations innovation agencies to help to make future technologies more cyberspace-secure?
Cyberattack: Microsoft — House of Lords, 2021-07-22
Topic: International Affairs
Prem Sikka (Labour, Centre-left): My Lords, cyberattacks are part of the low-intensity warfare being waged by President Xi with the aim of securing global domination. Other weapons are terror in Xinjiang, Tibet and Hong Kong and the illegal occupation of neighbouring countries’ territories. Is it not now the time for the Government to impose trade sanctions and a ban on Chinese products and investment?
Covid-19 (Public Services Committee Report) — House of Lords, 2021-07-22
Topic: Education
Mary Goudie (Labour, Centre-left): I thank my noble friend Baroness Armstrong and her colleagues for this excellent report. It is a true road map for the Government to follow, coming out of Covid and taking us forward—not building back but building forward. We must look forward and ensure that we go forward and put the correct finance behind this I was very disturbed on reading the two pieces in the report about education and inequality. We know that for a child, from the time it is born, equality, food and care are important, as is education. We have seen throughout this pandemic that money for young children and mothers has been cut. There have been no Sure Start start-ups, and no real efforts to provide free nursery education. There is the whole question of food banks and benefits for food. We know that children cannot concentrate without food, and their lungs and the rest of their body are affected too. We are talking about the future generations of this country. Promises have been made but not kept by the Education Minister, and it is a disgrace. We were so lucky that teachers stayed and continued to try to work I must ask this Government to think seriously about education. It is not an issue I am known to speak about often, but I find it impossible not to address the way the Government have dealt with it. This report really makes the case, and the road map is here. We must look not only at education from the point at which a child is born, but at the way mothers are treated in hospital and the care they need. We have seen, through this report, how vulnerable mothers from certain sectors are. They need more care, and their babies need care. We also know that a child’s brain, if it is not helped, is not going to grow well; and again, I mention the lungs. I ask the Minister to undertake that she will ask the Government and the Department for Education to look yet again at children’s education from the very start. We need to have Sure Starts. We cannot rely, as we do, on the voluntary organisations and others that help to make this happen. Sure Starts in all primary schools also have to be brought back. They help not only the children but mothers who are working from home; they need this social contact with each other. Further, we have to give a better undertaking in respect of food banks and how the associated cards operate—when you pay for food, the money is not on them. Why are we using agencies and consultants that cannot deliver? As many noble Lords have said, we pay lots of money to consultants, but nothing is given back. Also, we must look again at the benefits system as we come through Covid. If people cannot look for work, they need benefits to keep themselves and their families going. That is absolutely vital; otherwise, this is going to cost the health service much more, as the report says I support all my colleagues in what they have said today. I look forward to hearing what the Minister has to say.
Future UK-EU Relationship on Professional and Business Services (EU Committee Report) — House of Lords, 2021-07-22
Topic: Foreign Trade
Brinley Davies (Labour, Centre-left): My Lords, I should declare an interest as a practising member of a profession. I thank the committee for its excellent report. I suppose you could say that today’s debate is better late than never, even if that effectively lets the Government off the hook. I want to use my three minutes to urge the Government to expedite the process, laid out in the trade and co-operation agreement, of facilitating the mutual recognition of professional qualifications The provision of professional services to Europe is one of our most important exports. Solicitors, accountants, architects, engineers, and even actuaries, bring us significant sums. All the treaty does is provide a mechanism on which regulators can work together to establish mutual recognition of professional qualifications to enable professional services to be sold in Europe. I do not believe for one moment that this is a simple process. In its guidance note, issue in May, the Department for Business, Energy and Industrial Strategy admits: "Negotiations for establishing recognition arrangements may be a lengthy and resource-intensive process." That is even more reason for the Government to play their part in getting the process underway We all understand that what we have at present, under the treaty, is simply a framework, with the practice to be agreed through the joint Partnership Council. But the widest possible mutual recognition was a key negotiating demand in the original UK mandate. It had its own chapter—chapter 12—in the document. Given its importance to the UK’s professional and business services sector, it might be expected to be a priority area for the Government in seeking to enhance the agreement. It is unfortunate, therefore, that the council did not mention this issue in its initial work—no reference was made to it in the statements made following the council’s first meeting. This is not good enough, because it means years of uncertainty, leaving UK professionals at a competitive disadvantage Can the Minister and his colleagues offer any concrete hope of expediting action in this area? Is the Minister satisfied that mutual recognition is being given the priority it demands?
Future UK-EU Relationship on Professional and Business Services (EU Committee Report) — House of Lords, 2021-07-22
Topic: Foreign Trade
Roger John Liddle (Labour, Centre-left): My Lords, I join others in congratulating the noble Baroness, Lady Donaghy, and her committee on the quality of this report. It is about a crucial sector of the British economy that has been sorely neglected in the EU negotiations. I find it extraordinary, and I hope that the noble Lord, Lord Callanan, will try to explain why it is so, that so much attention was paid to the British fishing industry, where the gain in catch as a result of Brexit is something like £25 million a year, when the needs of the business services sector, worth £224 billion to our economy, were so neglected in negotiations. Did the Government simply get their priorities wrong When we are looking to the future, as I think the noble and learned Lord, Lord Thomas, is right to suggest we have to, on some issues we may be able to make progress. We might be able to make progress on short-term mobility, which is particularly important for the creative sector, our musicians and all the rest; but we will have to recognise that such progress will require reciprocal action on our part. If we take an ideological approach, as I believe the Government do, to ending freedom of movement, they will find an agreement on this difficult to negotiate. If we set aside the ideology, we might get somewhere on mobility On mutual recognition of qualifications, it is going to be a very hard grind. As the noble and learned Lord, Lord Thomas, says, we have to demonstrate that we have something to offer. We have a trade surplus with the EU on services. It has always been difficult within the EU to get progress on services liberalisation and, to the extent that there has been progress, it is because we were in a single market where the Commission drove member states to open up with the backing of the ECJ. We have lost that by not being in the single market, and it is a very big loss for us indeed. In future years, if the gains of Brexit are as minimal as they appear at the moment, we will have to reconsider this question of single-market membership.
Strategy for Tackling Violence against Women and Girls — House of Lords, 2021-07-22
Topic: Law and Crime
Anita Gale (Labour, Centre-left): Can the Minister say how the strategy will work on the big problem of sexual harassment on the streets, where girls and women have to put up with sexual remarks and other incidents as they walk along, often in the daytime? My second point is that the Minister has told me on numerous occasions that, once a domestic abuse Act becomes law, the Government will ratify the Istanbul convention. This has yet to happen. So, can the Minister say why there has been a delay and when the convention will be ratified?
Northern Ireland Protocol — House of Lords, 2021-07-21
Topic: International Affairs
Mary Goudie (Labour, Centre-left): My Lords, trust is clearly broken and must be repaired. The protocol would not have been necessary but it is now, and it is an imperfect solution to a problem unnecessarily caused and created. It does, however, avoid the crippling blow to the peace process that a hard border would have represented and would represent, and it contains special measures to protect human rights and equality until someone suggests a better solution. Also, it is vital as part of the Good Friday agreement that investment will be coming to Northern Ireland and I hope that this Government will continue to encourage this, with the other partners of the Good Friday agreement. Can the Minister give me an undertaking that this is still happening? What plans does he have to take it further, working with colleagues in Europe and the United States?
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-07-21
Topic: Labor
Maeve Christina Mary Sherlock (Labour, Centre-left): My Lords, I am grateful to all noble Lords who have spoken to air these important issues The right reverend Prelate the Bishop of Durham identified some of the major barriers placed in the way of people who want to take up education and training to improve their skills. Did the Minister see the recent report from the Association of Colleges? It concluded that the current social security rules "actively discourage people from getting the skills they need"— a point reinforced by the noble Baroness, Lady Greengross. The report argues that, if this is not fixed, it will result in "fewer people in stable and meaningful jobs … slower economic growth … reduced opportunity to meet employers’ skills needs; and … bigger tax burdens." It is crucial that government policy is joined up, with skills, employment and social security policy properly aligned. Indeed, as the noble Baroness, Lady Bennett, pointed out, all these must be aligned with our overriding plans to deal with the climate emergency. Amendment 98 in my name is designed to probe whether the Government have any plans to do this, in terms of alignment, by changing the rules on universal credit to support skills development. Most people who are studying full-time cannot get universal credit. There are exceptions, such as for young people who are doing A-levels or other non-advanced courses and do not have parental support, for those who are responsible for children and for some disabled people with a limited capacity for work. Otherwise, people on UC face the kind of conditionality requirements mentioned by the right reverend Prelate, the noble Baroness, Lady Janke, and others. Specifically, unless they have an easement of some kind, UC claimants are meant to spend 35 hours a week looking for work, and to provide evidence. This can result in some pretty dispiriting things of the kind mentioned by the noble Baroness, Lady Bennett. The claimants are allowed to do part-time education or training, but only if they can fit it in in their spare time—in other words, fit it in around a full week’s job search.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-07-21
Topic: Education
Deborah Wilcox (Labour, Centre-left): My Lords, we welcome this probing amendment, introduced by the right reverend Prelate the Bishop of Durham and supported by the noble Lord, Lord Addington, and my noble friend Lady Morris. It is an opportunity to discuss the Government’s plans to introduce a longer-term funding settlement for further education, because the White Paper recognised that further education funding has been wholly insufficient Alongside increased funding, there is a need for, as alluded to by the noble Lord, Lord Addington, simpler, longer-term funding settlements that allow colleges to deliver on long-term strategic priorities. Their funding compares extremely unfavourably with university and school funding. Annual public funding per university student averaged £6,600, compared with £1,050 for adults in further education. Recent research from IPPR has found that if further education funding had kept up with demographic pressures and inflation over the last decade, we would be investing an extra £2.1 billion per year in adult skills and £2.7 billion per year in 16 to 19 further education. The result of this underfunding is that colleges have had to narrow their curriculum and reduce the broader support they offer to students—including careers advice and mental health services—and 16 to 19 funding for catch-up has also been woefully insufficient To deliver on the skills agenda, it is imperative that the Bill is backed up by long-term, multiyear, simplified funding. It will require redressing the long-standing underinvestment of the college sector in the upcoming comprehensive spending review with serious long-term funding—otherwise it will simply not be deliverable. But this must not come at the expense of HE funding. We want FE and HE to collaborate rather than compete for resources, because destabilising university funding, cutting courses or capping numbers will deny students the brilliant education and experience that our world-class institutions in the UK have to offer. Denying young people opportunities must not be the legacy of this Government’s approach. Ensuring parity of esteem between different post-16 routes is enormously important, but it is best achieved by investing in FE and not by taking funds away from HE and levelling down. Having an ability to access further and higher education, with investment that matches that ambition, is the only way that the country can meet its skill needs and provide pathways into good careers today, as well as jobs for the future.