Antisemitism: Universities

Debate between Baroness Smith of Malvern and Lord Harries of Pentregarth

Wednesday 29th October 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

My noble friend is right and, like the noble Lord, Lord Leigh, she has identified the shocking increase in the scale of antisemitic abuse and intimidation that not only students but staff are facing. We are clear—and, to be fair, I believe the vast majority of vice-chancellors are clear—that this is something which has no place on our campuses and on which strong action needs to be taken, backed up by the Office for Students and the new condition around intimidation and harassment, and supported by the investment in tackling antisemitism education that the Government are now making.

[Lord Harries of Pentregarth (CB)]

My Lords, the treatment of Professor Ben-Gad was totally disgraceful, as is the rise in antisemitism. Following up the Question from the noble Lord, Lord Leigh, surely the further question is: what disciplinary steps will be taken against universities if they fail to halt this rise of antisemitism on their campuses?

[Baroness Smith of Malvern (Lab)]

The Office for Students’ new condition E6, which requires universities to take action and have in place the framework to tackle intimidation and harassment, is a route through which the OfS could take action against universities if they do not take this seriously—though I believe many vice-chancellors are taking this seriously—and ensure that our universities are safe places for both Jewish students and staff.

Education (Values of British Citizenship) Bill [HL]

Debate between Baroness Smith of Malvern and Lord Harries of Pentregarth

3rd reading
Friday 15th November 2024 Lords Chamber

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, I want to thank first of all the noble and right reverend Lord, Lord Harries of Pentregarth, for highlighting in the Bill the importance of the fundamental British values in preparing young people to take their place in society and, as he identifies, in the modern world, as responsible and active citizens. I thank too all those who have taken part in the debates on the Bill. It was an extraordinarily good Second Reading debate, where noble Lords raised a whole range of different issues and rightly pushed the Government to ensure that those issues are addressed.

Although the Government agree with the sentiment of the Bill, we do not believe that legislation is the right way to secure effective implementation by schools. Schools already embed these values through their statutory duty to promote pupils’ spiritual, moral, cultural, mental and physical development, supported by statutory curriculum content, notably in citizenship and relationships education.

I reiterate to the noble and right reverend Lord my support for citizenship education, given my role in its introduction in my previous incarnation at the Department for Education. It is, though, important that schools retain the autonomy to tailor their approach to the needs of pupils and to reflect new developments, societal changes and topical issues. This approach will ensure that students understand the relevance of the values to the rights, responsibilities and opportunities of living in modern Britain.

Schools have a good understanding of these values and integrate them well. However, it is right to push this Government and we will continue to support our teachers, provide resources and, through the independent curriculum and assessment review, ensure that young people develop the knowledge and skills required to thrive as citizens in work and throughout life, and in a curriculum in which they are represented. I thank the noble and right reverend Lord for bringing this forward.

[Lord Harries of Pentregarth (CB)]

May I say something very briefly in response? I remind the House that fundamental British values already have to be taught in schools. It is not a question of inventing something new; they already have to be taught. It is a question of giving them a sharper focus and more solidity.

I have to say, with all due respect, that I was extremely surprised to hear what the noble Earl said because, although there are of course certain values that vary between people—some people are vegetarians while other people are not, for example—there are certain fundamental values that are essential to our political life. I wonder which of the values the noble Earl would disagree with. Democracy, the rule of law, freedom of religion, the equal worth and dignity of every person are not arbitrary values or a matter of personal taste; these are fundamental to the whole life of this country, and pupils should be taught them.