Damian Hinds
Main Page: Damian Hinds (Conservative - East Hampshire)Department Debates - View all Damian Hinds's debates with the Department for Education
(11 years, 4 months ago)
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Fiona Mactaggart (Slough) (Lab)
I am going to take advantage of the fact that the Secretary of State has decided to conclude the debate by taking the risk of trying to persuade him to change his mind. I do not know why I think I might succeed in that when so many more eminent people than me, including Sir Nicholas Serota and Dame Liz Forgan, have failed, but I think it is worth a crack. The Secretary of State will be bored by what I am about to say, as I have asked him many questions on this subject, but I believe it is worth another crack because he is a relatively cultured member of the Cabinet. He is one of those rare creatures who still read books, and he recognises the value of creativity.
I have been going on about this subject for some time. My argument is that the Secretary of State should add a further subject to the suite of subjects in the EBacc, so that it is not all about pupils writing out what other people have thought, but is also about them creating objects and learning for themselves. In March 2011, I asked the Secretary of State why 60% of schools that responded to a survey said the introduction of the EBacc had resulted in a narrowing of the curriculum. His general response to me at that point—before I had started being very boring—was rather positive. He said my argument was well-made and he sympathised with it.
I have also been badgering the Secretary of State for Culture, Media and Sport on this subject. In November she said:
“The hon. Lady needs to understand that the English baccalaureate has creativity at its heart.”—[Official Report, 22 November 2012; Vol. 553, c. 708.]
Frankly, however, it does not, and that is the problem. It is an examination, or suite of examinations, about knowledge. I agree with the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) that it is very important that people learn stuff, but I also believe that educational achievement is about finding out how to do things. We need to learn things, but education must not be just about learning other people’s facts.
Damian Hinds (East Hampshire) (Con)
Do not the kind of tests the hon. Lady is criticising also involve synthesis and analysis?
Fiona Mactaggart
Indeed, but the point is that pupils are analysing other people’s achievements and creations. One of the reasons why our country outperforms all our competitors in the number of Nobel prizes won is because we have a tradition in our learning and education that combines creative education and learning how to create with excellent science education. That is why we are able to produce so many innovative achievers.
Damian Hinds
When all these Nobel prizewinners were at school, were subjects such as art and music option subjects or compulsory curriculum subjects?
Fiona Mactaggart
Members on the Government Benches have said a number of times that there is space in the curriculum for these subjects. The problem, which none of them has yet addressed, is that since the introduction of the EBacc, school after school has reduced provision in those subjects. A tool is available, which the Government have chosen not to use. I do not think there is a respectable argument not to include in the EBacc at least one subject in which a young person’s creativity is what is assessed. I am arguing not for the exclusion of anything, but for the inclusion of assessment in subjects such as design and technology, music, art and drama.
Damian Hinds (East Hampshire) (Con)
A short while ago, the shadow Minister, the hon. Member for Cardiff West (Kevin Brennan), challenged the hon. Member for North Cornwall (Dan Rogerson) to say what he objected to in the motion. I must say that we new MPs are used to seeing rather stronger worded motions than today’s, which makes me wonder whether the Opposition’s heart is really in it. The motion talks in general terms about requiring a rethink, but without specifying or committing to the things that they think are wrong and the things they would do differently.
The Opposition cite a few opponents of the Government’s plans, however, and they are worth reflecting on. Business, they say, is opposed. My experience from the Education Committee was that, if we were looking for a unified voice from business on qualifications and so on, good luck! To the extent that there is a unified voice, however, it is complaining about the things that the hon. Member for Sefton Central (Bill Esterson) talked about—employability and workplace skills—but it is talking about the young people coming through the system now, not about some change that might happen in the future.
The Opposition also cite as opponents the champions of vocational qualifications, but that ignores the fact that the Government are also reforming vocational education and training. They have commissioned the Wolf review and are now implementing it. We must recognise, however, that Alison Wolf states, again and again, the value of academic qualifications alongside vocational qualifications. It should not be seen as an either/or. From a social mobility perspective, we know that countries with earlier specialisation tend to be associated with lower levels of social mobility, whereas those in which people specialise later do better in that regard.
On the creative industries and the arts, I had the opportunity recently to have a fascinating discussion with Mr Julian Lloyd Webber. Of course, any lobby or interest group will lobby to have its subject as part of the suite of subjects that has this name—many of us will have benefited from hearing from a lot of religious education teachers, for example. On the arts and creative industries, however, the argument is based on a false premise. Britain is a world leader in these industries—a world leader in the arts—but that was achieved without those subjects being forced on pupils in school, with or without a national curriculum.
When the shadow Secretary of State was at school, when you were at school, Madam Deputy Speaker, when I was at school—when all of us were at school—in most schools, art and music were optional subjects at aged 15 and 16 and they were over and above a set of subjects that pretty much everybody would do. The EBacc suite—[Interruption] I like the word “suite”—is not a compulsory set of subjects.
Mr Ward
What the hon. Gentleman says about the education we received many years ago is true, but back then there was not a national league table by which the institution was judged on the basis of whether it had an A-level in art, drama or whatever. That is the fundamental change that has taken place.
Damian Hinds
The hon. Gentleman is right to identify that, and it is that focus on the five-plus C-plus—almost regardless of what subjects they are in, with the exception of English and maths, which have held an elevated position—that has caused the problems that now need to be addressed. Even if the Ebacc were made up of a compulsory set of subjects, there would still be ample room in the curriculum for optional subjects, just as there always has been.
I would never claim that everything that happened between 1997 and 2010 in education was bad, but I am afraid that this whole system around qualifications, examinations and league tables is one area where things went badly awry. This was a time of stiffening international competition, yet in this country, we had grade inflation, smashing all domestic records, while slipping down the international league tables. That eroded confidence in the system, and the people that lets down are not the politicians, but the young people themselves.
Although the current shadow Secretary of State rightly acknowledges the existence of grade inflation, that is a relatively new road-to-Damascus conversion for the Labour party. Until relatively recently, it was keen to keep hammering on that all the improvements in children’s outcomes were actually real improvements and that we should celebrate them, rather than criticise them.
Damian Hinds
Both those things are true, which is possibly the point the hon. Gentleman wanted to make, and I absolutely acknowledge the real improvements. We may have brighter kids, and we certainly have more engaged parents and families, better teaching and teachers, better recognition of special educational needs and different styles of learning and all sorts of things that we would expect to improve over time, and which have. On top of that, however, there has without doubt been grade inflation and gaming of the system on an epic scale, and that is what these reforms seek to address. It is worth listing some of those points further.
Ian Mearns
I am grateful to my honourable Friend—I will call him my friend because we are friends—for giving way. When I took over as chair of the education committee in Gateshead in 1993, in the previous year fewer than 30% of youngsters got five good GCSEs. In Gateshead the figure is about 80% now—although it is about 55% including English and maths. We cannot honestly think that the vast majority of that change in 20 years was due to grade inflation.
Damian Hinds
I cannot tell the hon. Gentleman—and friend—exactly what proportion is accounted for by what. I celebrate the achievements of the children in his constituency and that area, and of those schools. We should never be reluctant to do that: their achievement is fantastic. Some element of that has been a real improvement; what I am saying is that there is also another element. Indeed, I think that everybody across the political spectrum and throughout almost the entire educational establishment—we are still working on the National Union of Teachers—now acknowledges what is a blindingly obvious fact.
The three areas where the gaming and the inflation take place are in the mechanics of the system, the subject mix and competition between boards—I want to return to the point that the hon. Member for North West Durham (Pat Glass) raised.
Damian Hinds
I think I ought to plough on, if I may.
On the mechanics, so many things can be done with the syllabus content and breadth, through modularisation, resits, early takes and, potentially, the questions set and the stringency of marking, although certainly—we extracted this over some weeks in our Select Committee inquiry—an upwards-only tolerance in the expected outcomes across a cohort of students around the country. In other words, every year there is a certain level that we would expect to reach. We could be either side of it; in reality, things only ever went one way, leading to in-built inflation in the system. The second area is the subject mix. It is beyond doubt—some of the statistics that my hon. Friend the Member for Kingswood (Chris Skidmore) and others mentioned bear this out—that some children have been steered towards subjects that were not the most appropriate for them to study, but which suited their schools in terms of how they would appear in the league tables. Then there was the debacle over so-called equivalences.
The third point—a few hon. Members have mentioned this today—is competition between exam boards. It has been suggested that there is not really a problem with competition between exam boards so long as we separate the organisation setting the exam and the organisation doing the syllabus or specification. I can absolutely see the arguments for having competition at the operational level—delivering exam papers and that sort of thing—but I just do not see the argument for competition in either the specification or the setting of exams. So much of this debate—including when we had it in the Select Committee with some of the exam boards and others—is all about accessibility. I worry about the word “accessibility”. It is a good word—we want more people to be able to access things—but it ends up being used to mask all sorts of other things, all of which ends up meaning: “Well, if we just make it that tiny bit easier, more people will want to do it.”
The bad effects of the competition between different exam boards can be seen in little unexplained spikes in market share for individual boards in individual subjects and in more and more schools using multiple boards for different subjects. The average number of exam boards per school is now about three, which is pretty remarkable when we consider that there are only four boards altogether. That means that almost all schools are using almost all boards. As reported relatively recently in The Times Educational Supplement, there are also relatively new trends, such as schools entering children for GCSE and IGCSE at the same time, to see which one comes out better, or entering with different, multiple boards for early modules and examinations, to see which is likely to give them the best chances of progressing.
Through all this, we without doubt came to a point where we had too much teaching to the test, with children in some schools—not all schools—having a much narrower experience than they should have had. Schools have been paying £100,000 a year on examination entries—a number that doubled in just a few years. It is worth reflecting that had that not happened, we could have had a lot more teachers in this country. Some children were pushed into inappropriate subject choices, with too much focus on the C/D borderline and an overall failure to equip as well as we should our young people to make the most of their talents and our nation to make the most of what we have got in the world.
We have reached the point at which the Government must reset the clock, so that we can have exams that are consistent and understood and that are pinned to the highest world standards. We must remove the race to the bottom between the different exam boards and inspire confidence in employers, in educational institutions and, above all, in young people themselves.