Category: Education

Chris Skidmore – 2021 Speech on Essay Mills

The speech made by Chris Skidmore, the Conservative MP for Kingswood, in the House of Commons on 10 February 2021.

I beg to move,

That leave be given to bring in a Bill to prohibit the operation and advertising of essay mill services; and for connected purposes.

Companies that encourage students, researchers and even school pupils to part with money in return for work that can be passed off as their own should have no place in a modern society that recognises the power of knowledge to improve individual lives, train young people for their role in society and achieve their potential, yet in the UK those services and their operations currently remain entirely legal. It is that unacceptable feature of the British education system that my Bill seeks to change.

These so-called essay mills are a rot that infects the very discipline of learning and has the potential to damage academic integrity beyond repair. It is sad to say that it is a rot that is spreading, not only in higher education but across all forms and levels of education, from schools to further education colleges. The online presence of essay mills and their websites, which encourage contract cheating, is all-pervasive.

Three years ago, it was estimated that 115,000 students at UK universities were buying essays. Then, 46 vice-chancellors wrote a joint letter calling for these websites to banned. This call is now supported by Universities UK, the Russell Group, GuildHE, the Quality Assurance Agency for Higher Education and indeed most, if not all, of the higher education institutions and organisations that I have had the privilege of working with both as Universities Minister, and now as co-chair of the all-party university group. For me, the most passionate advocates of ending essay mills have been the students themselves and student unions, which have campaigned determinedly against their operation.

For each week that passes during the covid pandemic, the situation is only growing worse. Students have been forced to study remotely from home, away from campus welfare and support, and in taking their studies and exams online, they are extremely and increasingly a prey to essay mills, of which the number has increased dramatically. The QAA has revealed today that there are at least 932 sites in operation in the UK, up from 904 in December 2020, 881 in October 2020 and 635 back in June 2018. Their increased presence is even boasted of on a website, www.uktopwriters.com, which provides a “compare the market” service.

It is not just the number, but the nature of the threat that is expanding. Recent research published this month by Professor Thomas Lancaster and Codrin Cotarlan in the International Journal for Educational Integrity points to the extremely concerning phenomenon of students using file share websites, such as Chegg, to request exam answers in real time and to receive answers live during the course of an examination. Indeed, the number of STEM—science, technology, engineering and maths—student requests for this practice has risen by 196% over the past year.

In this year of all years, be in no doubt that essay mills are seeking to ruthlessly take advantage of the pandemic. One site is even offering cut-price deals for essays, declaring that:

“to help you fight these tough conditions caused by the Coronavirus outbreak, we have reduced the price of our services by up to 50 percent—grab the offer now!”

That website proudly boasts of offering services in 21 university towns or cities in the UK, and this is the point: essay mills and their use is not an exception to the rule; essay mills are becoming normalised.

This point was underlined in several Zoom conversations I have had in preparation for the Bill after I put out my own call for evidence to Research Fortnight. I would like to put on record my thanks to the individuals who attended these seminars on behalf of the National Union of Students: Anglia Ruskin, Loughborough, UClan and Worcester student unions; academics from the Universities of Coventry, Leeds, Northampton, Swansea, Kent and Loughborough; and organisations such as Jisc, the QAA, Prospects, Turnitin, the Scottish Funding Council and the Higher Education Funding Council for Wales.

I heard stories of students now being recruited on campus as influencers and being paid to leaflet student halls with fliers offering essay mill services. I heard tales of students being blackmailed by these companies after having paid for essays, with threats of being reported to their universities or employers, and stories of international students being targeted on Facebook, Twitter and WhatsApp and encouraged to sign up to academic support services before they started university without even realising that what they were doing was wrong.

Time and again in this dark underworld of essay mills and the companies that seek to make a profit out of the insecurity and desperation of students, the common theme that emerged was of exploitation. There is the exploitation of students, particularly vulnerable students under pressure to do well in their studies, and students who are the first in the family to attend university, on whom the pressure to succeed is immense. There is the exploitation of international students away from home for the first time, not to mention the exploitation of graduates abroad, who in some of the poorest countries in the world are forced to work 12-hour shifts writing essays for $1 an hour. There is also exploitation of graduates and students at home who are so desperate for extra money that they are selling their essays for £10, which in turn will be sold on for £300.

I wish to make it clear that my Bill would not seek to criminalise students themselves for using essay mills. Instead, I propose that universities need to look at new strategies for creating second chances and educating students about their mistakes, following the example of the courageous conversations programme at the University of New South Wales, which gives students the opportunity to own their mistakes before formal investigations begin.

Although we need to be tough on contract cheating, we must also be tough on the causes of contract cheating, which would not exist if there were not a market to exploit. Legislation to ban essay mills and their advertisement is long overdue. Australia, New Zealand, South Africa and, most recently, Ireland have already taken action to make essay mills illegal in their countries, and the Quality Assurance Agency has been in close contact with the countries that have banned essay mills to monitor the effect of the ban. The ban is already making a difference. In Australia, following legislation, the Edubirdie, EssayShark and Custom Writings websites, for instance, now all state “Our service is not available in your region”; yet, in contrast, they all still thrive in the UK.

I know that Lord Storey has already introduced the Higher Education Cheating Services Prohibition Bill in the other place, calling for similar measures to those that I am proposing, but I recognise that the Department for Education may have specific issues with the legal text of that Bill. What I hope to achieve today is to demonstrate that there is the support of both Houses for legislation against essay mills. Indeed, my Bill is supported by: Members from all the major political parties; the Chair of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon); the chair of the all-party parliamentary group for students, the hon. Member for Sheffield Central (Paul Blomfield); and two former Secretaries of State, including the former Education Secretary, my right hon. Friend the Member for East Hampshire (Damian Hinds).

I say to the Minister for Universities, my hon. Friend the Member for Chippenham (Michelle Donelan), who is listening today, that I would welcome a meeting to discuss how to take forward these proposals and legislation together with the Members, students and academic experts I have assembled for this task, including Professor Michael Draper, who has helped to draft similar legislation for other countries that is now in operation. I have been grateful for the dedicated work of the professionals I have worked with. Indeed, I am grateful for the work of all those who are involved in stamping out contract cheating at universities and other education institutions, and I know that they stand ready to help the Department for Education to take forward legislation that is sorely needed.

14/02/2021
Nick Gibb – 2021 Statement on Remote Education

The statement made by Nick Gibb, the Minister for School Standards, in the House of Commons on 8 February 2021.

On Friday 5 February, I laid before Parliament the Education (Coronavirus, Remote Education Information) (England) (Amendment) Regulations 2021, which require schools to publish information on their website about the remote education they are providing to their pupils. If schools do not have a website, the regulations set out alternative requirements for ensuring that this information is accessible.

The regulations come into force on 12 February 2021, which is seven days after being laid, rather than the 21 days required by convention. This is to ensure parents have the earliest access to the information they need about schools’ remote education. The Department for Education has published a suggested template that schools may use to present this information.

The requirement for schools to publish this information on their website will not be more onerous than what has already been asked of schools in the guidance, “Actions for schools during the coronavirus outbreak”. This guidance was updated on 3 December 2020 to include an expectation that schools would publish this same information by 25 January 2021.

On 4 January 2021, the Prime Minister announced that all schools would immediately move to remote education provision for all but vulnerable children and the children of critical workers. The Prime Minister’s statement on 27 January confirmed that full return to on-site education will not occur until 8 March at the earliest.

Remote education has become the principal means of delivering the school curriculum. Requiring schools to set out the details of their remote education curriculum will provide parents with key information about schools’ plans for ensuring pupils continue their education at home.

09/02/2021
Nick Gibb – 2021 Statement on Free Schools and School Rebuilding Programme

The statement made by Nick Gibb, the Minister for School Standards, in the House of Commons on 8 February 2021.

I am confirming details of the first 50 schools to benefit from the new school rebuilding programme announced by the Prime Minister in June 2020, as well as details of a further 21 new free schools.

As part of the Government’s plan to drive growth beyond the covid-19 pandemic, we are committed to investing in infrastructure, skills and innovation. Investing in our school buildings is vital to deliver the world-class education needed to get the country back on its feet.

As set out at the recent spending review, we are delivering on our promises by launching a 10-year rebuilding programme, with a commitment to 500 school rebuilding projects over the next decade. This will replace many poor condition and ageing school buildings with modern, energy efficient designs, transforming education for thousands of pupils.

The 10-year school rebuilding programme demonstrates our continued commitment to investing in the school estate and providing a long-term pipeline of projects for the construction sector as we build back better.

The Department for Education will build on its existing construction expertise with a continued focus on innovative modern methods of construction to support more highly skilled jobs and improved productivity. Our market leading frameworks, including a new construction framework later this year, will continue to provide opportunities across the industry and enable small and medium-sized enterprises to benefit from the opportunities that a decade-long pipeline will bring. The construction projects procured through these frameworks will support jobs and create apprenticeships and T-level placements across England.

The first 50 schools to benefit from this programme have been prioritised based on condition need and will be supported by over £1 billion in capital funding. These first projects include primary and secondary schools as well as a sixth-form college and special and alternative provision settings.

This also represents a substantial investment in schools in the midlands and north of England, with 38 out of 50 projects located in these regions. We expect construction on the first sites to begin from autumn 2021.

The 10-year programme will continue to target school buildings in the worst condition across England and we will set out further plans shortly.

Alongside the rebuilding programme, the Government have committed £1.8 billion in 2021-22 for maintaining and improving the condition of the school estate.

Thousands more children across the country are also set to benefit from a new free school opening in their local area in the years to come, as I have approved 21 successful new free schools, providing over 15,500 new school places once open. In addition, I have approved in principle a further eight schools, subject to meeting certain conditions.

These schools will help level up opportunity across the country by providing high- quality school places in the areas where they are most needed. Ten of the 21 free schools approved will open in some of the most deprived areas—including three in opportunity areas, where the Department works to remove barriers that could stop young people achieving their potential.

These new schools reflect the Government’s continued commitment to the free school programme. Two hundred and forty nine free schools have now been approved to open in the coming years, spreading the benefits of the free schools programme to even more areas of the country and joining the 558 free schools already open.

We are also investing £10.1 million of funding in schools across England, to allow them to open their existing school sports and swimming facilities outside of the school day.

Funding will be distributed via Sport England’s network of county-level Active Partnerships. Schools will have the opportunity to bid for this funding in the summer term.

Further details, including lists of the school rebuilding projects and successful free school applicants, have been published on www.gov.uk. Copies will be placed in the House Library.

09/02/2021
Kate Green – 2021 Comments on Government’s Plan for Jobs

The comments made by Kate Green, the Shadow Education Secretary, on 8 February 2021.

The Government is trying to get away with quick fixes, which are selling young people short and failing to create the training and employment opportunities they need.

The Chancellor’s failure to secure our economy means the pandemic is wreaking havoc with the jobs market and now more than ever people need access to training and the chance to learn new skills.

Labour has repeatedly called for a plan to rebuild businesses, investing in local communities to create the jobs people need after this pandemic.

09/02/2021
Gillian Keegan – 2021 Comments on National Apprenticeship Week

The comments made by Gillian Keegan, the Apprenticeship and Skills Minister, on 8 February 2021.

Coronavirus has had a huge impact on lives and livelihoods. As we build back better from the pandemic, we need to make sure people are able to take advantage of the opportunities apprenticeships provide.

Whether it’s the benefits to the individual – the chance to earn while you learn, opening up new career paths that can transform lives. Or the benefits to business giving access new talent from all backgrounds.

This National Apprenticeship Week we should celebrate the apprentices up and down the country who have been stepping up throughout the pandemic to support the national effort. I am calling on everyone to get involved in to raise awareness of all the fantastic opportunities that are out there and share their inspiring stories.

08/02/2021
Michelle Donelan – 2021 Statement on Support for University Students

The statement made by Michelle Donelan, the Minister for Universities, in the House of Commons on 3 February 2021.

The hon. Member for Sheffield Central (Paul Blomfield) is an assiduous campaigner for students and has spoken to me many times on the topic. I agree with him on how incredibly difficult this time has been for students, given the unprecedented disruption caused by the global pandemic.

Throughout the pandemic, I have been working with the universities to prevent students from getting into hardship. We have worked with the Office for Students to allow flexibility in the spending of £256 million of student premium money, enabling it to be spent in relation to hardship, mental health and digital poverty. In December we announced an initial £20 million of additional student hardship funding, and yesterday I announced £50 million, taking the total funding available to £70 million for the remainder of this financial year. My focus as Universities Minister has always been to work with the sector to make sure that the right support gets to the students who need it the most, and the new student hardship funding will really benefit those students by putting money into their pockets.

Providers will have flexibility in how they distribute the funding to their students in a way that is best prioritised to meet the greatest needs. Given that we have asked the majority of students not to return to their university term-time accommodation in this lockdown, support might include help for students facing additional costs arising from having to maintain accommodation in more than one location, or assistance for students to access teaching remotely. The funding can be distributed to a wide population of students, including postgraduates and international students. The House can be assured that we will continue to monitor the impact this funding is having on students.

Also, because of the changing position on face-to-face teaching and the occupation of accommodation, student maintenance loan entitlement for the current term will not be reassessed if students are still incurring accommodation costs away from home. This means that students in receipt of the away-from-home loan rate will retain the maintenance loan paid at the start of the spring term.

The Government recognise that many students are facing additional mental health challenges due to the pandemic, and at every stage I have reinforced to providers the importance of prioritising mental health. I have established the higher education mental health and wellbeing working group, and I have worked with the Office for Students to provide Student Space, which has funding of up to £3 million.

I agree that the pandemic has been tough on young people, particularly students. The £70 million that we have allocated to student hardship for the remainder of this financial year will help those students who are most in need because of the pandemic.

04/02/2021
Nick Gibb – 2021 Statement on Reopening Education

The statement made by Nick Gibb, the Minister for School Standards, in the House of Commons on 26 January 2021.

Throughout the pandemic, the Government have been clear that education is a national priority. We had worked hard to keep all schools, colleges and universities fully open, but the scientific advice we received in January meant that we had no choice but to close schools and colleges to all but vulnerable children and the children of critical workers, and to restrict in-person teaching in university to those studying to be future critical workers.

It is the Government’s strong desire to reopen all schools, colleges and universities as soon as possible. We will prioritise the reopening of schools as we begin the process of lifting lockdown restrictions. We are acutely aware of the damage done to children’s education and development, particularly for the most disadvantaged pupils, by being away from school, and of the increased burdens that are placed on parents. That is why we allowed early years providers to remain open throughout this lockdown.

The decision about when and how we can reopen has to be based on clear public health data and guided by scientific evidence and the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, Public Health England and the chief medical officer, including on issues such as hospitalisation rates and mortality, the rate of vaccination, and the challenge of new variants. Ultimately, it was the pressure on the NHS that caused us to move into a national lockdown, and the Government are monitoring NHS capacity carefully as they review whether easing lockdown might be possible.

The Government recognise that headteachers, teachers, support staff, parents and carers need time to prepare for reopening. That is why the Secretary of State made it clear last week that we will give two weeks’ notice to schools, colleges and universities so that they can prepare for a return to face-to-face education. We want to give two weeks’ notice so that parents can make arrangements for the care of their children, and we will be making announcements in the next few days.

Until schools can reopen fully, it is crucial that they continue to provide high-quality remote education alongside the on-site provision for vulnerable children and the children of critical workers. I would like to take this opportunity to thank teachers and school leadership teams across the country for working around the clock to keep schools open for some while also rising to the challenge of providing remote education for the millions of children who are continuing their education from home.

However, remote education can never be a substitute for days spent in a classroom led by a brilliant teacher, or for children being with their friends. We want those days to return as quickly as possible, and with them this Government’s continuing determination, made still more urgent by the pandemic, to raise standards in all our schools to improve the life chances of every child and to transform the start in life for those children facing the toughest challenges.

28/01/2021
Kate Green – 2021 Speech on the Skills for Jobs White Paper

The speech made by Kate Green, the Shadow Secretary of State for Education, in the House of Commons on 21 January 2021.

I thank the Secretary of State for advance sight of his statement.

Let me start by paying tribute to the learners and workers, unions and employers, and colleges and training providers who have done incredible work over many years in providing skills, jobs and opportunities in the face of a Government who, for the past 10 years, have been more interested in slashing the further education budget. I am glad that today, after a decade of cuts to funding and opportunities, the importance of further and technical education to our economy and people’s life chances has finally been recognised. But even when the Government get things right—and there are measures in this White Paper for which Labour has been calling for some time—they come too late for families, businesses and our country.

I support the principle of expanding the right to lifelong learning to include study for a level 3 qualification for those without one, but this will only serve to reverse the damage inflicted by years of Conservative Governments who cut learning entitlements and replaced them with loans, meaning that the number of adult learners plummeted. The Secretary of State said that he wants more talented individuals teaching in further education, but the cuts in FE funding over the past 10 years have led to huge cuts in real-terms wages, which is driving many talented teaching staff from the profession. While I welcome the principle of flexible funding to allow more learners to access the skills they need, the Secretary of State said that this will not be in place until 2025—years after those facing the risk of unemployment right now could have benefited. I am also concerned that the Government continue to pursue a system of loans that will plunge students into more debt and create barriers to learning.

On the lifetime skills guarantee, how did the Secretary of State decide which sectors would be included, and how many jobs in our economy are in sectors that have been omitted? Can the list of sectors change depending on the needs of individuals, employers and our wider economy? What conversations has he had with the metro Mayors and combined authorities about local skills needs? What support will be available to those who are not qualified to level 2, or are already qualified to level 3 but need to train for jobs in a new sector?

There is nothing here for community learning, English for speakers of other languages, or basic skills courses. What support will be available for these learners? What will be available to those who want to study towards higher technical qualifications other than new qualifications that are at least a year away from existing? Does the Secretary of State agree that we cannot have equality between further and higher education if only one of those routes benefits from maintenance support? When will the FE sector be given the long-term funding settlement that it deserves? Can he guarantee a sustainable settlement in the spending review this year?

We have already waited two years to get an interim response to the Augar review, and I remain concerned that the Secretary of State seems to be committed to a zero-sum game in which parts of HE have to lose—in funding, support or prestige—for others to gain. Does he agree that in fact the opposite is true—that we get the best results for individuals, communities and our country when they can get a world-class education by whatever route suits them, be it college, university or with an employer?On the teaching excellence framework, I am glad that the Secretary of State has finally abandoned the idea of a subject-level measure, as Universities UK, the University and College Union and Labour suggested he should, many months ago.

Most of all, the Secretary of State must surely realise that he has to act fast to address the disruption and uncertainty that our economy and labour market are experiencing. Almost one in 20 working-age people—1.7 million—are unemployed, and many more will feel their jobs are at risk. They are worried about paying the bills, about their jobs and about their future, yet what are they being told today by the Secretary of State? That they can access more training, but not for a few months; that they can access new qualifications, but not for a year; and that they can benefit from flexible finance, but not for five years. I urge him to go much faster in offering support to people who need it immediately. If we are to rebuild our economy from the ravages of the pandemic and secure people’s futures, we need action, and we need it urgently.

23/01/2021
Gavin Williamson – 2021 Statement on the Skills for Jobs White Paper

The statement made by Gavin Williamson, the Secretary of State for Education, in the House of Commons on 21 January 2021.

With permission, Madam Deputy Speaker, I would like to make a statement on the publication of a Skills for Jobs White Paper on the next steps for post-16 education reform.

Last October, I notified the House of our plans to introduce a dynamic programme of measures to reshape this country’s further and technical education landscape, which is a key part of our mission to empower everyone in this country and level up those areas that have been overlooked and under-resourced for too long.

I informed hon. and right hon. Members that the details of how we would do this would be spelled out in a White Paper, and I am pleased to announce its publication today.

The House needs no reminding that this country stands at a critical point in its history. We have some enormous challenges ahead. There is an urgent need to rebuild an economy injured by the covid pandemic. We have already outlined an unprecedented support package to protect jobs and offer retraining to those who have lost theirs due to covid-19, but beyond covid we must also forge a new identity as an independent trading nation. Both those challenges have exposed our need for a strong and flourishing technical education sector to fire up the jobs of the future.

This White Paper is our blueprint for that future. It will play a pivotal role in creating jobs and rebuilding our economy. Through the lifetime skills guarantee, we will help people train and retrain at any stage of their lives. Our new flexible digital skills bootcamp training will give people the technical skills they need for great jobs through 12 to 16-week courses, and those bootcamps will expand into other sectors, such as engineering. From this April, tens of thousands of adults will be able to benefit from almost 400 free courses, which will be the first phase in the lifetime skills guarantee. These fully funded courses, which range from engineering to healthcare and conservation, will be available to adults without a full qualification at A-level equivalent or above, to help them gain skills that are in demand and that will open up exciting job opportunities for them.

In April, we will also kickstart the expansion of higher technical education, as we work towards making it as easy to get a loan for an approved higher technical qualification as it is for a full-length degree. We will also introduce pilots to encourage more flexible and modular provision, so that courses are more accessible and convenient. Lifelong loan entitlement will be up and running from 2025 and will build on the changes we are bringing in through this White Paper. Learners will be able to fit study around work, family and personal commitments and retrain as their circumstances and the economy change.

This White Paper is going to put employers firmly at the centre of our local skills systems, working in partnership with colleges and key local stakeholders to shape technical skills provision, so that it better supports the local economy. It will introduce German-style local skills improvement plans, which will be led by business organisations such as local chambers of commerce. Those plans will identify the skills that an area needs and spell out what needs to change to make training more responsive to employers’ needs. In turn, our further education colleges will shape the courses they offer to meet those skills needs, and we will make strategic development funding available to help them do that. We will start the ball rolling with a small number of trailblazer areas this year, and we will pilot a strategic development fund of £65 million in 2021-22 to help providers reshape provision to meet local employers’ needs.

By putting the employer voice at the heart of skills provision, we will ensure that technical education and training gives people the skills they need to get great jobs in sectors that the economy needs and boost this country’s productivity. We will back this through £1.5 billion of capital funding to upgrade our further education colleges. Today we announced the next phase of the FE capital transformation fund, and last week we made the next wave of capital funding for T-level providers available, with £135 million available to those delivering them in September 2022.

As far as long-term plans are concerned, we are going to move to a more coherent, simpler funding model that we will design together with the sector, and we will consult on it later in the spring. It will ensure a far more focused approach to funding. The consultation will be guided by the principles of high value, greater flexibility for providers, and enhanced accountability, which will see providers taking greater responsibility for their results. By 2030, we expect nearly all technical courses to follow employer-led standards, so that we ensure that the education and training people receive are directly linked to the skills that they will need to get a job.

We will continue with our existing programme of reforms in areas such as employer-led apprenticeships and our T-level programme. All apprenticeship starts are now on employer-designed standards. We will support employers in making greater use of their levy contributions by improving the transfer system and having more flexible training models.

The White Paper will also extend our network of institutes of technology to every region of the country, and we will see a corresponding increase in higher-level technical skills in science, technology, engineering and maths. In this way, we will future-proof our workforce, so that we are ready to deal with a constantly evolving economic landscape.

All our reforms depend on our ability to recruit and retain top-quality teaching staff in the further education sector, so we will launch a national recruitment campaign for further education teachers, strengthen initial teacher education, improve the support that new teachers receive, and help to provide more opportunities for improved training and development, such as work experience, as part of our industry exchange programme.

When the Prime Minister announced the lifetime skills guarantee last year, he spoke of how we will align our further and higher education sectors. I can tell the House that we have published the interim conclusion of the review of post-18 education and funding, which addresses some of the key recommendations made by Dr Philip Augar in his report from 2019. I have laid copies of the report of Dame Shirley Pearce’s independent review of the teaching excellence and student outcomes framework, and the Government’s response, before both Houses of Parliament. Today I have also published the post-qualifications admission reform consultation, which seeks views on whether to change the system of higher education admissions and move to a system of post-qualification admissions.

Our proposed reform to the teaching grant for the academic year 2021-22 will allocate funding in a way that delivers value for money for students and the taxpayer, and increases support for strategic subjects such as engineering and medicine while slashing the taxpayer subsidy for such subjects as media studies. We want to ensure that our small and specialist providers, including some of our top music and arts providers, receive additional support, and that grant funding is used to support students effectively as well.

This spring, we will consult on further reforms to the higher education system, including the introduction of minimum entry requirements to higher education institutions and addressing the high cost of foundation years, before setting out a full response to the report, and a final conclusion to the review of post-18 education and funding, alongside the next comprehensive spending review.

The White Paper is a step change in how this country prepares people for their working lives. I know there is enormous cross-party consensus, and a real will on all sides of the House to make a real change in this sector—a change that has been needed for so long. I very much hope that all Members will work together to ensure that we can deliver on this. These proposals will ensure that people can learn the skills they need to get a great job, and have control over the means of ensuring a more fulfilling and productive life. This White Paper will be the lever to unleash our nation’s creativity and talents, and will make this country an economic force to be reckoned with. I commend this statement to the House.

23/01/2021
Kate Green – 2021 Comments on Infected Laptops

The comments made by Kate Green, the Shadow Secretary of State for Education, on 21 January 2021.

These are deeply concerning reports, and they must be investigated and resolved as a matter of urgency. Gavin Williamson must decide if he is going to put in place a credible plan for children to learn at home, or if he will just tell the Russian server to go away and shut up.

21/01/2021