Baroness Kidron (CB)

My Lords, I support and have added my name to Amendment 138 in the name of the noble Lord, Lord Clement-Jones. I will also speak to Amendment 141 in my name and those of the noble Lords, Lord Knight and Lord Russell, and the noble Baroness, Lady Harding. Both these amendments propose a code of practice to address the use of children’s data in the context of education. Indeed, they have much in common. Having heard the noble Lord, Lord Clement-Jones, I have much in common with what he said. I associate myself entirely with his remarks and hope that mine will build on them. Both the amendments point to the same problem that children’s data is scandalously treated in our schools and educators need support; this is a persistent and known failure that both the DfE and the ICO have failed to confront over a period of some years. Amendment 141 seeks to give a sense of exactly what an education code should cover. In doing so, it builds on the work of the aforementioned Digital Futures for Children centre at the LSE, which I chair, the work of Defend Digital Me, the excellent work of academics at UCL, and much of the work relating to education presented to the UN tech envoy in the course of drafting the UN global digital compact. Subsection (1) of the proposed new clause would require the ICO to prepare a code of practice in connection with the provision of education. Subsection (2) sets out what the ICO would have to take into account, such as that education provision includes school management and safeguarding as well as learning; the different settings in which it takes place; the need for transparency and evidence of efficacy; and all the issues already mentioned, including profiling, transparency, safety, security, parental involvement and the provision of counselling services. Subsection (3) would require the ICO to have regard to children’s entitlement to a higher standard of protection—which we are working so hard in Committee to protect—their rights under the UNCRC and their different ages and stages of development. Importantly, it also refers to the need and desire to support innovation in education and the need to ensure that the benefits derived from the use of UK children’s data accrue to the UK. Subsection (4) lists those whom the commissioner would have to consult, and subsection (5) sets out when data processors and controllers would be subject to the code. Subsection (6) proposes a certification scheme for edtech services to demonstrate compliance with UK GDPR and the code. Subsection (7) would require edtech service and product providers to evidence compliance—importantly, transferring that responsibility from schools to providers. Subsection (8) simply defines the terms. A code of practice is an enabler. It levels the playing field, sets terms for innovators, creates sandbox or research environments, protects children and supports schools. It offers a particularly attractive environment for developing the better digital world that we would all like to see, since schools are identifiable communities in which changes and outcomes could be measured.