English Baccalaureate: Creative and Technical Subjects

Lord Aberdare Excerpts

Thursday 14th September 2017 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I am delighted that the noble Baroness obtained this debate, which she introduced so tellingly. I start with some good news about the EBacc, although I am not sure that the noble Lord, Lord Baker, will agree. Among the languages that can be included is Latin. Students taking advantage of this option may learn that the word “education” comes from the Latin “educare”, itself closely related to the similar verb “educere”, meaning “to draw or lead out”. That encapsulates what education should be about: drawing out people’s talent and potential to enable them to achieve what they are capable of, both for their own benefit and satisfaction, and for the society in which they live. Education should seek to identify and draw out the specific abilities of each individual to the fullest possible extent. It should encourage them to go as far as they are able in the fields they choose to study. Above all, it should foster the highest possible aspirations, so that learners reach beyond their comfort zones to achieve ambitious goals.

What sort of curriculum might best support these aims? I have no argument with the centrality of literacy and numeracy in the EBacc. However, given the ever-increasing importance of technology—here, I may be more in line with the noble Lord, Lord Baker—I would add digital skills and understanding to these fundamental requirements. Although computer science is among the science options for the EBacc, it is regrettable that some element of digital skills, including online safety and data protection, is not a mandatory requirement—not just for the EBacc but in all apprenticeships and technical education qualifications. Beyond that the crucial need is for the EBacc, as a qualification aiming ultimately for 90% take-up, to be sufficiently flexible to address the needs and aptitudes of all students, not just those looking to progress into careers via the higher education route.

One of the characteristics of an excellent school is its ability to draw out students with very varied interests and aspirations. I was lucky enough to go to a first-class school with a dauntingly high standard of academic performance for those whose talents lay in that direction, but at the same time offering outstanding facilities and tuition for development in other areas: sport, drama, art, music, design, engineering, becoming Prime Minister and more—your Lordships may hazard a guess at its identity. To my mind, a large part of Eton’s success is due to it offering a broad enough range of curriculum options to attract, inspire and draw out students of widely differing dispositions and interests. Of course, few schools can offer as wide a range of options as Eton but all should go beyond the narrow scope of the EBacc.

I share the concern of other noble Lords that the EBacc as currently designed is likely to limit the range of aspiration and opportunity for many students—to box them in rather than drawing them out. It does not allow room for them to pursue different subjects better aligned with their own inclinations, particularly for less academic students who find it hard to manage even the minimum seven GCSE subjects necessary for the EBacc. Of course, there is nothing easy or undemanding about many of the creative subjects which are so deplorably absent from the EBacc. Music, my own passion, requires deep knowledge and understanding even for listening and proper appreciation—if I had more time, I might have been tempted to quote my hero Berlioz on that subject—quite apart from the advanced practical and technical skills required for performing or composing. On the educational benefits it can bring, let me quote Julian Lloyd Webber in a recent letter to the Times. Music, he said,

“develops areas of the brain related to language and reasoning, encourages memory skills, increases hand-to-eye coordination, expands creative thinking, builds self-confidence, and has been proven to help children with their other school subjects.”

It is perhaps no accident that the UK’s leading music conservatoires, 94% of whose students get jobs within six months of graduation, on average, rank among the top higher education performers in this respect. I am sure the Minister does not need reminding of the £87 billion of GVA that creative industries contribute to the UK economy, including £4.1 billion from music alone, or of the fact that businesses are crying out for creative and digital skills, as we have heard, with hundreds of thousands of unfilled vacancies in these areas.

One of the most troubling aspects of the absence of creative subjects from the EBacc is the disproportionate effect this will have on the opportunities available to students from disadvantaged or less well-off backgrounds. Leading schools and affluent parents can always ensure their children have access to arts and creative subjects, outside school if necessary. Far from enhancing social mobility, the EBacc proposal as it stands seems likely to widen the opportunity gap between the haves and the have-nots. Surely the Minister would not adopt what might have been Marie-Antoinette’s reaction to such a situation: “Let them learn Latin”.

I will conclude with one point that puzzles me. The Government rightly seek to transform post-16 technical education to align it much more closely with the needs of employers and move it towards greater parity of esteem with academic education. This is laudable and should open new opportunities for numerous, often less academic, students. But how can this eminently sensible and long-overdue reform be reconciled with the intention to require 90% of students before the age of 16 to follow the much more restrictive and inflexible EBacc path? I hope this debate may elicit an answer from the Minister. More importantly, I hope that with his clear and admirable commitment to improving our education system, he will look for ways of broadening and improving the EBacc for example—on the lines suggested by the noble Baroness, Lady Stedman-Scott, and others in this debate.