My Lords, I shall speak to Amendment 168 on fundamental British values. The law at present requires every school to teach fundamental British values and the purpose of my amendment is simply to build on what we have at the moment to strengthen it more firmly into the structure and teaching of the school.
The law we have at the moment was introduced in 2015 in the wake of the Prevent programme. Almost inevitably, it was orientated in a particular direction; the result is that it is lopsided and strangely missing in certain fundamental matters of our society. That law says that democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs have to be taught. It may be obvious to everybody that there is one fundamental gap in that list: the equal respect to be accorded to every person in our society. We all have one vote—only one, not less and not more—and the law has to treat each of us equally, whether we are wealthy or poor. Government departments have to treat everybody equally, whether they are powerful or powerless. This is of course not a value which has suddenly been dreamt up; it goes back to Runnymede. Therefore, in the revised list before us in Amendment 168, there is included
“equal respect for every person”.
The two first values on the list, democracy and the rule of law, remain unchanged but, as we all know, democracy can mean anything or everything. Most countries in the world claim to be democratic when, in fact, more than half of them are not at all, so it needs to be spelt out in law what we mean by a liberal democracy. That can be seen in proposed new subsection (4), and I shall mention two obvious things in it: “an independent judiciary” and
“in a Parliamentary system, a Government that is accountable to Parliament”.
Freedom, of course, is also fundamental to our society and it is a word whose meaning is very well established in law and international law. It is actually
to be preferred to the present wording of “individual liberty”, because it goes much wider. That is spelt out in proposed new subsection (5), which says that
“‘freedom’ includes … freedom of thought, conscience and religion … freedom of expression, and … freedom of assembly and association.”
At the moment, fundamental British values are hardly being taught in schools at all. I was speaking to somebody at lunch today who is trying their best to get something taught and was telling me that it meets a great deal of opposition from teachers and pupils because of the phrase “British values”. That was part of the original unease when this was introduced in 2015. It is a great pity to be distracted on that kind of debate, and there is an easy solution to it in this amendment. The values are to be called “values of British citizenship”, and are legally clear. It claims not that the values are unique to society or that they are better or worse than others but that if you are a British citizen by adoption or birth, these are the values of our society. I do not see how anybody could possibly object to that. It would help to avoid a debate that at the moment is distracting and stops this matter being properly taught in schools.
Although the law states at the moment that these values have to be taught in schools, it does not say who is responsible for teaching them. That is why proposed new subsection (3) says that these values
“must be taught as part of citizenship, at the first to fourth key stages.”
Teaching them does not have to be confined to that—it may be that a head will want to talk about British values in assembly—but at least there would be a clear place in the curriculum where the values have to be taught. This would strengthen citizenship education in schools, which at the moment is very patchy. In some schools it is hardly done at all, while in others it is elided into PSHE. There would therefore be something much more substantial to grasp and to teach children.
There is one further addition that is not there at the moment, “respect for the environment.” From talking to people, there is no doubt that including this in the list has very widespread support, particularly among young people. Seeing that in the legislation would help to arouse their interest in the list as a whole. It is not just a personal value but a political one, which is why proposed new subsection (6) says that
“‘respect for the environment’ means taking into account the systemic effect of human actions on the health and sustainability of the environment both within the United Kingdom and over the planet as a whole, for present and future generations.”
That is a widely agreed definition of what is meant by respect for the environment.
I am a passionate believer in the teaching of British political values in our schools. At the moment it is not being done properly, if at all. This proposal is a real way in which to strengthen the teaching of those values, and I am glad that it has such substantial support, including from the noble Lord, Lord Blunkett, from the Labour Benches, the noble Lord, Lord Norton of Louth, from the Conservative Benches, and the noble Lord, Lord Wallace of Saltaire, from the Liberal Democrats. I very much hope that this will continue to gain support from all around the House.