Global Education for the Most Marginalised

Preet Kaur Gill Excerpts

Tuesday 26th February 2019 Westminster Hall

[Preet Kaur Gill (Birmingham, Edgbaston) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Mr Hollobone, and I thank the hon. Member for Glasgow East (David Linden) for securing this debate and for his passionate speech. I congratulate the Send My Friend to School coalition on its report, and on its broader work in calling for quality education for children across the globe. I thank the hon. Member for Crawley (Henry Smith) for his contribution—it is wonderful that schools in his constituency are involved in the Send My Friend to School campaign. My hon. Friend the Member for Edmonton (Kate Osamor) shared her experience of education provision in Nairobi, and spoke of her concerns about Bridge International, making the point that education should be free from commercial interests. The hon. Member for Henley (John Howell) spoke in support of the 0.7% commitment for UK foreign aid, which was welcome, and reminded us that for every £100 made in the UK, 70p goes towards foreign aid. I thank him for that contribution.

My hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), who chairs the International Development Committee, made a passionate speech to remind us of our commitment to Sustainable Development Goal 4, not just globally but in the UK. Education in emergencies was a key aspect of his speech, and I thank him not just for highlighting the challenges but for offering solutions. The hon. Member for Strangford (Jim Shannon), who chairs the all-party group for international freedom of religion or belief, spoke about children who are discriminated against based on their faith and belief when accessing education, and he rightly raised concerns about what some children are taught about intolerance of others. He is a great champion in the work he does, and I thank all hon. Members for their contributions.

As we have heard, the most marginalised people are not a homogenous group, and we must consider how people with disabilities are treated and catered for, how refugees and internally displaced people may be excluded from formal education, and what impact emergencies and conflict situations have on access to education, especially in countries such as the Central African Republic and the Democratic Republic of the Congo, which may not garner as much international attention or resource mobilisation. Each group deserves to be recognised, and the specific nature of their educational needs addressed.

The World Bank’s “World Development Report 2018” declared an international learning crisis. Across the world, some 260 million children are not enrolled in primary or secondary school, and many of those who are do not receive the quality of education that they need to equip them with the skills required to thrive in adulthood. The report from the Send My Friend to School coalition presents a series of practical suggestions about ways to provide quality education for all.

Hon. Members have rightly raised issues and concerns about the vast number of young people who are not getting the education they deserve. Researchers at the University of Cambridge found that girls living in poverty in Pakistan and Nigeria spend an average of just one year in school, and in India, Mozambique, Cameroon and Sierra Leone they spend just two years. That figure is even more shocking when compared with wealthy urban boys in those countries who receive between 10 and 12 years of education. Limited educational opportunities for girls are not only a human rights issue, as girls are unable to realise their right to education, but cost countries trillions of dollars in lost lifetime productivity and earnings.

Last year, Save the Children revealed that we are not on track to meet Sustainable Development Goal 4.1, which seeks to ensure that all girls and boys

“complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes”.

Does the Minister acknowledge that warning? With 85% of children in low-income countries having no access to pre-primary education, what does she make of the chances of reaching target 4.2, and does she think we will meet the global goal of education for all?

I appreciate that the Government have acknowledged there is a problem with marginalisation and inequality, particularly for women and girls, but unfortunately they have not always undertaken projects that will reach the most marginalised. Analysis carried out in 2016 by the Independent Commission for Aid Impact into DFID’s support for marginalised girls stated:

“DFID does not have a coherent strategy for addressing girls’ marginalisation in education, and that its various activities are not well joined up.”

ICAI went on to say that it had

“identified a clear pattern of DFID programmes losing their focus on marginalised girls through the implementation process, leading to disappointing results.”

The Government have had almost three years to act on those disappointing findings. Will the Minister explain how the Government have addressed those concerns, and what work they will undertake to ensure that all girls receive the education that they need?

I would particularly welcome the Minister’s response to those points, given that a more recent evaluation of DFID’s partnerships with the private sector under the girls’ education challenge—the so-called strategic partnership windows—found that those projects undertaken in partnership with the private sector

“had little or no impact on literacy and numeracy outcomes of the marginalised girls that they reached.”

The evaluation also found:

“Projects focussed on marginalised regions, not always on the most marginalised girls.”

Most peculiarly for projects designed to reach marginalised girls, they actually reached more boys than girls.

The Opposition recognise that the main way to address inequality and access to quality education is to build strong public services. I welcome the fact that the vast majority of DFID education funding goes to public education, but I am concerned about the minority of UK aid that supports for-profit private education because, as I have just mentioned, we know that such models cannot reach the most marginalised children.

On the matter of UK aid being used to support commercial education companies, I am deeply concerned that during January’s education world forum the Minister reportedly met with the Ugandan Minister of Education to discuss expanding private British education centres in Uganda. Will she guarantee that DFID’s work on education will always prioritise the children who need to access education, and that she will not seek to use the aid budget to further the commercial interests of UK companies?

With regard to global education, the UK rightly seeks to be a global player. To do that effectively we must remain open to learning from others. The European Parliament recently passed a strong resolution in relation to its aid spending on education. Among other things, it concurs with the recommendation in the report that we are discussing today that we should ensure that education aid is free from commercial interests, that we do not support for-profit providers, and that education is free and universally available at the point of use by reaffirming a commitment not to use official development assistance to support private, commercial educational establishments. Does the Minister agree with that recommendation?

I congratulate the human rights experts who drafted and adopted the Abidjan principles on the right to education two weeks ago in Ivory Coast. The principles recognise that free, quality education is a universal right, and that the role of private actors in education must be regulated to ensure that they do not undermine that right. When the final document is published in March, will the Minister agree to look at it and act on advice on the rules and regulations necessary to ensure that private schools do not negatively affect the right of everyone to access a free, quality public education? Will she also encourage all states where DFID operates to ensure that all UK programmes, policies and projects support public education systems, which are the most effective way to advance equity?