Education: A-levels in Creative Subjects

Lord Bilimoria Excerpts

Thursday 3rd November 2016 Lords Chamber

[Lord Bilimoria (CB)]

My Lords, yesterday, I drove down from the University of Birmingham, where I am proud to be chancellor, and spoke to my mother. She is a proud graduate of that university, as were her father and brother. She studied history of art there, and said to me that it changed her life. It introduced an appreciation of the arts for ever, which she then passed on to her children. I thank the noble Baroness, Lady Brinton, for initiating this debate.

Under the headline, “Top experts’ letter pleads for art history A-level”, the BBC reports that:

“Hundreds of academics have signed an open letter to an exam board, condemning plans to axe art history A-level … The decision to cut the A-level comes when ‘society has never required its insights more’, argues the letter. AQA said the change ‘was not about money or whether history of art deserves a place in the curriculum’”.

The AQA is the only exam board to currently offer the art history qualification. The decision will result in a subject of profound social, cultural and economic importance disappearing from the UK A-level landscape. There were 220 signatories, ranging from representatives from the University of Oxford, Sotheby’s and the Courtauld Institute of Art, to emerging art historians.

A reformed history of art specification, which was due for first teaching next September, would have given students the opportunity to study the most pressing social and political issues we face today, from war to environmental change, from identity to migration, played out through the visual and material world. It was an exciting and inspiring prospect. The plan was to support and encourage a greater number of schools and colleges, particularly in the state sector, to offer the subject to 16 and 18 year-olds. The exam board’s decision not to go ahead represents a vital loss for students. According to the letter:

“By denying young people access to the study of art history at a vital juncture in their lives, the AQA decision will actively discourage the next generation from pursuing careers in the arts and place current successes in real danger”.

In the 2015-16 academic year, as we have heard, 838 students—fewer than 1,000—took A-level history of art, with 83% attaining A* to C grades and 10.5% gaining an A*.

The decision comes amid—we must remember this—a series of changes to the curriculum set by our infamous former Education Secretary, Michael Gove, who proposed cuts to the number of creative and arts-based courses to make way for more challenging, ambitious and rigorous subjects. What was he thinking? Can the Minister confirm that other subjects to be axed include statistics, classical civilisation and archaeology? Many of these are not available on any other boards. The Association of Art Historians said that the decision could have a detrimental effect on the wider industry, as students would be far less likely to gain an interest in or gain access to a subject if it was no longer made available to them before the higher educational stage.

Hear the reaction from experts. Simon Schama tweeted:

“Art history A level axed as ‘soft’. SOFT?? tell that to Kant, Hegel, Ruskin, Burckhardt, Panofsky, Schapiro and the rest”.

Sir Anthony Seldon, a friend of mine, former master of Wellington, currently Vice Chancellor of the University of Buckingham tweeted:

“Rembrandt weeps. Can you believe that our history is no longer being offered at A level? Philistines must not prevail”.

In a statement, the AQA board said that the decision had not been made lightly, but that the subject was too complex:

“We’ve identified three subjects—Archaeology, Classical Civilisation and History of Art—where the complex and specialist nature of the exams creates too many risks on that front. That’s why we’ve taken the difficult decision not to continue our work creating new AS and A levels in these subjects”.

Does the Minister agree that that is pathetic?

“Why I don’t buy the argument that History Art A-level was axed for being ‘soft’” is the title of an article by Laura Freeman. She writes:

“Soft? Soft? History of Art is as soft as Carrara marble”.

This decision should be a spur to offering history of art in all schools: state, grammar and academy. It should be a wake-up call. The AQA has confirmed that it will not be offering it, but EdExcel might come in as a white horse. Does the Minister know and can he offer us some encouragement?

The noble Baroness, Lady Brinton, spoke about creativity. I was told throughout my childhood, through all my schooling, “Karan, you are doing well academically. Keep going, but you are not creative”. Why? Because I was useless at art. I started piano. At grade 1, I was told, “Karan, give up; you are tone deaf. You are not creative”. Throughout my schooling, college and universities, I thought I was not creative. Then I started my own business. I realised that one of the most important skills of an entrepreneur is the ability to be creative and I had it in abundance, but it had been wasted all my childhood. Now, when I give talks around the world and I ask audiences, “How many of you think you are creative?”, half the hands go up. Just imagine if 100% of the hands went up. It would encourage creativity in our schools from primary level all the way through. The GDP of this nation would double.

There are many reasons why it makes sense to encourage the creative industries. The arts make self-starters, develop emotional intelligence. The arts are stretching. Arts students are highly sought after by employers. Arts reach the parts other subjects cannot reach. Arts reach the students other subjects cannot reach.

Look at the response of the University of Cambridge to the decision. It deeply regrets the decision by AQA and says that it is really damaging. It states:

“The cultural and creative industries are one of the UK’s greatest selling points”,

and,

“a mighty economic engine … Art history is a rigorous, ambitious and highly vocational subject which should be open to students of every background, and celebrated as an essential tool to enable greater understanding of cultural life in both the UK and abroad”.

Art History Link-Up states:

“Only eight state schools in the country currently offer History of Art”.

We need to change that. Our museums are the best in the world. The Tate Modern has 4.7 million visitors. The National Gallery has 5.9 million visitors. The Victoria and Albert has 3 million visitors. The Ashmolean in Oxford has almost 1 million visitors. The Birmingham Museum and Art Gallery has almost 1 million. This is amazing. This is not elitism.

The criticism is that history of art should not be there because it is elitist. I spoke about Cambridge because I chair the advisory board of the Cambridge Judge Business School. Birmingham University has the famous Barber Institute, one of the finest University museums in the world. Over the past two years, 95% of Birmingham’s art historians have secured a graduate-level job or further study within six months of graduation. The DCMS report on the creative industries estimates that they account for 5% of Britain’s GDP. It is much more than that if you include everything that comes within the history of art.

To conclude, my daughter Zara is at Wellington College studying history of art. She came here on a visit with her teacher Mr Rattray, who studied history of art at Cambridge. When I took the students round, I learned more from Mr Rattray and the students about the architecture, history and art of our Parliament than I had learned in 10 years. That is the brilliance of the subject. Do you know what my daughter said to me when AQA made its announcement? “But Daddy, he is going to be out of a job”. We cannot let that happen.

Higher Education: Part-time and Mature Students

Lord Bilimoria Excerpts

Tuesday 8th September 2015 Lords Chamber

[Lord Nash]

No, as I have already said, we have the higher and degree-level apprenticeships. We are committed to expanding the apprenticeship programme to 3 million over the next five years, adding to the 2.2 million we have already introduced. These are high-quality apprenticeships, involving employers at every level in curriculum design and delivery methodology. Some 140 trailblazers have already come up with 350 new standards, which have either been published or are in development.

[Lord Bilimoria (CB)]

My Lords, the questions so far have been about part-time students, and of course Birkbeck does brilliant work on that. The Question also asks about mature students. Can the Minister tell us what sort of funding is available to mature students for postgraduate degrees, particularly PhDs, and is supporting them a government priority? I speak as the chancellor of the University of Birmingham.

[Lord Nash]

For the first time, anybody under the age of 30 who is eligible to study a postgraduate master’s degree is now able to apply for an income-contingent loan of up to £10,000. This is also available to part-time students, up to 50%.

Schools: Careers Guidance

Lord Bilimoria Excerpts

Wednesday 23rd July 2014 Grand Committee

[Lord Bilimoria (CB)]

My Lords, the new statutory duty requires governing bodies to ensure that all registered pupils at school are provided with independent careers guidance. There must be,

“a range of activities … including employer talks, career fairs, motivational speakers, college and university visits, coaches and mentors … In-house support for students must be combined with advice and guidance from independent external sources to meet the school’s legal requirements”.

Searching for the word “entrepreneurship”, I found:

“Schools should offer pupils the opportunity to develop entrepreneurial skills for self-employment”.

This is what the Government are asking for. Matthew Hancock, who was the Minister for Skills and Enterprise at the time, said:

“There is now no excuse for schools and colleges not to engage local employers to support students in the transition from education to employment”.

However, as we have heard, Ofsted, in its report Going in the Right Direction? said that the link with employers was the weakest aspect of careers guidance in the 60 schools that it visited. About two-thirds of schools reported that they had cut down on their work experience provision for students in years 10 to 11. Can the Minister explain this? Most of the schools visited, especially those with sixth forms, are generally poor at promoting vocational training and, in particular, apprenticeships. Is the Minister aware of this?

I congratulate the noble Baroness, Lady Sharp, on leading the debate. As she said, the move from state-sponsored careers guidance through the Connexions service to school-mandated careers guidance started in 2011. Only three other countries leave the responsibility of careers guidance to their school systems: New Zealand, the Netherlands and Ireland. In the case of the latter two, this has led to a reduction in the extent and quality of careers guidance provision. Have the Government taken this into account? In England it is estimated that the careers guidance element of the Connexions services received funding of £196 million in 2010-11. However, none of this was passed on to the schools after the transfer. It is therefore estimated that schools have to make an investment of £25,000 each for something that they had previously had for free. Can the Minister confirm this? Is this about means before ends?

The statutory guidance is very weak in that it is spread across two different documents. Ofsted has said:

“We were … told of a head teacher, who, when faced with the option of either buying careers guidance or extra tutorial support for maths and English, commented ‘If I do not hit the floor targets, I get fired. If I do not do careers, I am not sure that I do get fired’”.

The National Careers Service is all very well but there is a lack of face-to-face support for young people. Young people are going to be making the wrong choices about their careers. The recommendation is that the National Careers Service be expanded so that it has capacity-building and can play brokerage role for schools.

There have been so many comments in the press when employers have spoken about youth unemployment hitting 20%-plus, yet the manufacturing industry cannot attract young people to work in the sector. Works Management said that a survey revealed that 42% of people polled thought that careers advice in secondary schools was poor. Furthermore, 42% of people think that the secondary school teachers have a poor understanding of business and industry in general, while 57% of people believe that teachers should undertake two-week work placements. Would the Government encourage teachers to undertake work placements? Are they doing anything about this?

According to HC online, more than half of employers believe that young people receive inadequate careers advice, and almost two-thirds said that the young people they recruited lacked insight into the working world. That is really serious. Another CIPD survey found that more than two-thirds of UK employers have expressed willingness to be involved in the education system; but they need the opportunities to do that.

I am a fellow of the Institute of Chartered Accountants in England and Wales and today I sit on the advisory board of Economia magazine. ICAEW’s manifesto policy on skills and social mobility says that work experience should be mandatory in schools. How are the Government encouraging work experience to be mandatory in schools? They have a programme called BASE—business, accounting and skills education—which is a competition for students aged 16 to 19. It is fantastic; it is working really well. Yet this is being done on a voluntary basis; the responsibility is on schools. If we take the extreme example of a school such as Eton, its entrepreneurship society gets the entrepreneurial stars in this country, week by week, coming in and inspiring its students. How can the other thousands of schools in this country have access to that?

If we look at the destination measures system, what confidence is there that it will actually work? This is a serious situation. According to Ofsted, not all the schools visited had accurate and complete data on the students’ actual destinations. How are the Government going to deal with that challenge? Only one in five schools had well developed provisions for careers guidance.

I conclude with the private sector, which has such a huge advantage in this. For example, ISCO has training courses for the staff. What provision are the Government making for staff to be trained in careers guidance? This country has changed in the last three decades. It was a country with a glass ceiling; it was the sick man of Europe. Today it is an aspirational country. Our careers guidance needs to harness that aspiration, encourage our children and give them a really bright future.

Education: Vocational Education

Lord Bilimoria Excerpts

Monday 3rd March 2014 Lords Chamber

[Lord Nash]

My noble friend is quite right that the PISA results were a stark wake-up call for all of us about the need to improve our education system across the board in order to compete internationally. In comparison with Germany, we do particularly badly on maths and science. To achieve improvements, we are continuing to introduce a whole suite of reforms, as noble Lords know. As for streaming, we believe that all pupils need a core body of knowledge and indeed I understand that Germany is now extending the period during which their pupils have this. However, there is much that we can learn from Germany. Our UTCs and studio schools, of which we have now approved almost 100, are modelled closely on the success of German technical schools, as are our higher apprenticeships.

[Lord Bilimoria (CB)]

My Lords, the Minister mentioned studio schools in both his responses. I have recently been appointed a patron of studio schools. Since they were first started in 2010, how many schools have opened and what progress has there been on this excellent initiative that encourages employability skills and a more hands on approach? The CBI says that employers want employability skills. Will the Government be funding more studio schools?

[Lord Nash]

I am delighted to hear of the noble Lord’s involvement in studio schools. It is fantastic for someone with his experience to be giving back in this way. There are 46 studio schools, 28 of which are open with a further 18 in pre-opening phase. More than 400 employers are involved in studio schools. We welcome all high-quality applications for studio schools.

Education: Academies and Free Schools

Lord Bilimoria Excerpts

Monday 4th February 2013 Lords Chamber

[Lord Bilimoria]

My Lords, today is serendipitous. I am proud to be a liveryman of the Drapers’ Company, and today I was privileged to visit the Drapers’ Academy, in Harold Hill in the London Borough of Havering. The academy is sponsored by the Drapers’ Company and Queen Mary, University of London, itself an institution founded by the Drapers. The academy was formally opened by Her Majesty the Queen, who herself is a Draper, in October last year. I thank and congratulate the noble Baroness, Lady Perry, for initiating this important debate, and on her excellent speech.

I met today with the principal and staff and addressed some of the senior students. I was asked to inspire the students, but I came away inspired, and not only by the amazing transformation of what was a failing comprehensive school—a school that was the last choice of people in the local community, in an area where, at the bus stop outside the school, you saw children with other school uniforms going far afield. Now, thanks to a brand new building, new leadership and, most importantly, a new attitude, this school has been transformed. There are now many more applicants than there are places each year.

This has been achieved over two years, even before the amazing new building with state-of-the-art facilities was opened. It has been achieved because the academies system has unleashed the potential that is tied up in our state school system. The noble Lord, Lord Moynihan, spoke about governance. The board of governors at the Drapers’ Academy is chaired by the former Master of the Drapers, a retired general from the Army, and includes a housemaster from Eton. This is the state sector, the third sector and the private sector coming together to transform the lives of children who were previously written off.

Children in the old school were regularly excluded; today there are no exclusions. Today, even the most difficult children are given their own area within the school and their own specialised tuition and care. No child is given up on. In 2012, even before the new building, 62% of its students achieved GCSE grades A* to C, including in English and maths. Just two years since opening, it is one of the fastest-improving schools in England and it places an emphasis on science and maths.

I met such impressive young teachers, including teachers from Teach First, who genuinely enjoyed being at the academy. I witnessed a school with a bright environment and a buzz—healthy food, and healthy, happy children. They have a principal with an open mind—we spoke about leadership—who wants to take things forward with a plan for a primary school and a boarding house, and a plan to bring in a house system to engender healthy competition. I was told that in the old school, the failing comprehensive, none of the children wanted to go to university. When I asked the children I was giving my talk to how many of them wanted to go to university, virtually every hand went up.

Will the Minister confirm that the Government will press ahead, with urgency, in converting all our comprehensive schools into academies or free schools? The academies are a Labour Government initiative. I give full credit to the noble Lord, Lord Adonis, this Government and my old debating sparring partner, Michael Gove, in building on this initiative. This is not joined-up government, it is joined-up Governments. If only we could convert every school in Britain into an academy or free school, with leadership of the right ethos, inculcating discipline, where children are not excluded but included, where the environment inspires children to aspire and where failure is transformed into an overnight success.

To conclude, my visit to the Drapers’ Academy has given me more faith than ever before in our children being able to aspire to a “British dream” and keeping this country at the top table of the world for decades to come.