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Data (Use and Access) Bill [HL]

My Lords, I was unsure whether to support Amendment 141, let alone speak to it, simply because I have a number of interests in this area and I should be clear about those. I chair Century-Tech Ltd, which is an AI edtech company; I am on the board of Educate Ventures Research Ltd, which offers advice to educators and schools on the use of AI in education; and I am a trustee of the Good Future Foundation, which does something similar.

I start by reminding the Committee of some of the benefits of technology and AI for education, so that there is a balance both in my speech and in the debate. Exciting practice is already taking place in the area of flipped learning, for example, where—putting issues of the digital divide to one side—in those classes and communities where there is good access to technology at home, the instructional element of learning can take place at home and school becomes a much more profoundly human endeavour, with teachers being able to save the time spent on the instructional element of teaching to bring that learning to life. I have some issues with AI in the world of tutoring in certain circumstances, but some of that can be very helpful in respect of flipped learning.

Project-based learning also becomes much more possible. That is very hard to teach but much more possible to teach by using AI tools to help link what is

being learned in projects through to the curriculum. Teacher time can be saved and, by taking care of a lot of administrative tasks through AI, we can in turn make a significant contribution to the teacher retention crisis that is currently bedevilling our schools. There are novel assessment methods that can now be developed using AI, in particular making the traditional assessment method of the viva much more affordable and reliable. It is hard to use AI to cheat if you are being assessed orally.

Finally, an important element is preparation for work: if we want these young people to be able to leave school and thrive in a labour market where they must be able to collaborate effectively with machines, we need them to be able to experience that in a responsible and taught fashion in school.

However, dystopian issues can arise from an over- dependence on technology and from some of the potential impacts of using AI in education, too. I mentioned the digital divide—the 7.5 million families in this country are not connected to and confident to use the internet—and we discovered during Covid the device and data poverty that exists in this country. There is a possibility that poorer kids end up being taught by machines and not by human teachers at all. There is a danger that we do not shift our schools away from the slightly Victorian system that we have at the moment, which the noble Baroness, Lady Kidron, referenced at Second Reading. If we do not, we will end up with our children being outcompeted by machines. That overreliance on AI could also end up as privatisation by stealth because, if all the AI, technology and data are held by the private sector, and we are dependent on it, we will be beholden to the private sector however much we believe in the importance of the public good in our schools.

There are also problems of system design; I mentioned the Victorian system. I am hopeful that the curriculum and assessment review and the Children’s Wellbeing and Schools Bill that was published this week will help us. Whichever direction that review and those reforms take, we can be confident that edtech will respond. That is what it does; it responds to whatever regulation we pass, including in this Bill, over time and to whatever changes take place in the education system.

But tech needs data and it needs diversity of data. There is a danger that, if we close off access to data in this country, we will all end up using lots of AI that has been developed by using Chinese data, where they do not have the same misgivings about privacy, sharing each other’s data and acquiring data. We have to find a regime that works.

I do a bunch of work in international schooling as chair of COBIS—the Council of British International Schools—and I know of one large international school group, which I do not advise, that has done a deal with Microsoft around sharing all its pupil data, so that it can be used for Copilot. Obviously, Microsoft has a considerable interest in OpenAI, and we do not know exactly where that data is going. That points to some of the concerns that the noble Lord, Lord Clement-Jones, and the noble Baroness, Lady Kidron, have talked about.

During Covid, schools were strongly encouraged by the then Government to use either Google Classroom or Microsoft 365. Essentially, everyone was given a binary choice, and lots of data was therefore captured

by those two large American corporations, which assisted them to develop further products. Any British alternative was, in essence, cut out, so we have good reason to be concerned in this area. That is why in the end I added my name and support to Amendment 141 in the name of the noble Baroness, Lady Kidron.

Children need privacy and they need digital rights. At the moment, those are exercised through parental consent for the use of these platforms and the capture of data, but I think it would be helpful to put that in a codified form, so that all those concerns have some sense of security about the regimes around which this works.

Ever since the abolition of Becta back in 2010, school leaders have been missing advice. Becta advice was used around the globe, as it was the authority on what works in technology and education. Sadly, the coalition got rid of it, and school leaders are now operating kind of blindfolded. We have 25,000 different school leaders buying technology, and very few of them really know what they are doing when faced with slick salespeople. Giving them some protection with a code would help their procurement.

The proof of the pudding will of course be in the eating—in the detail of the code—but I urge my noble friend the Minister to reflect carefully on the need for this, to talk to the DfE about it and to try to get some agreement. The DfE itself does not have the greatest track record on data and data protection. It has got into trouble with the ICO on more than one occasion.

My final cautionary tale, thanks to Defend Digital Me, is on the national pupil database, which was agreed in 2002 on the basis that children’s data would be kept private, protected and used only for research purposes—all the things that we are hearing in the debates on this Bill. Ten years later, that was all changed and 2,500 data- sharing arrangements followed that use that data, including for universal credit fraud detection. When parents allow their children’s data to be shared, they do not expect it to be used, down the line, to check universal credit entitlement. I do not think that was in the terms and conditions. There is an important issue here, and I hope that the Government are listening so that we make some progress.

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