Protection of Freedoms Bill

My Lords, I rise to speak specifically to Amendment 63, which was introduced by my noble friend Lady Walmsley. I was a further education lecturer for more than 20 years and so I have some residual understanding of the relationship between further education lecturers and their students. We are not talking just about 16 to 18 year-olds. As my noble friend made clear, increasing numbers of 14 to 16 year-olds are spending at least part of their week in our further education colleges. That trend has grown considerably over the years, particularly in the past few years. We need to look at why the trend has grown. First, there has been a recognition by both the previous and current Governments that for many 14 year-olds school is no longer the most suitable environment. They do not respond well to school. Secondly, there is the Government's desire to raise the status and popularity of vocational qualifications. Unless we get the legal structure right in this regard, parental support will not be forthcoming for young people between 14 and 18 to go to college rather than to stay in school. Therefore, schools and colleges should fall in the same category. This has been recognised in other respects by the University and College Union, which has campaigned for example on the issue of the registration of further education lecturers. The union sees that parental support and confidence in colleges is dependent on their being seen as being on the same level playing field as schools. It is true that every college is full of hundreds if not thousands of adults who cannot all be CRB-checked because some are also students. However, it is important to bear in mind that lecturers have a very important power and influence over their students. They develop a position of trust with them. I know that I have the support of the Association of Colleges when I say that schools and colleges need to be in the same category in this respect. This is what the amendment does. The teacher in front of the class and the lecturer in front of the class are essentially in exactly the same position of trust. I will take this one step further by saying that this is not just about children. Our further education colleges continue to educate the most vulnerable adults. I give as an example South Thames College, which runs a course for mainly, but not exclusively, autistic young people. They are very vulnerable and impressionable. Many of them are too old to be legally considered as children, but they are nevertheless vulnerable adults. They are particularly inclined to put their lecturers on a pedestal and invest emotional trust in them. It is important that the Government take this into account. Our most vulnerable adults who are sent to education are sometimes sent to residential colleges, where the risks and dangers—as well as the advantages and benefits—are at their greatest. I ask the Minister for clarification on the position of vulnerable adults who are learning in further education institutions, whether on a day-by-day basis or in residential institutions.