Contribution
My Lords, I support the amendments from the noble Viscount, Lord Colville, which I have signed, and will put forward my Amendments 64, 68, 69, 130 and 132 and my Clause 85 stand part debate.
This part of the GDPR is a core component of how data protection law functions. It makes sure that organisations use personal data only for the reason that it was collected. One of the exceptional circumstances is scientific research. Focus on the definitions and uses of data in research increased in the wake of the Covid-19 pandemic, when some came to the view that legal uncertainty and related risk aversion were a barrier to clinical research.
There is a legitimate government desire to ensure that valuable research does not have to be discarded because of a lack of clarity around reuse or very narrow distinctions between the original and new purpose. The Government’s position seems to be that the Bill will only clarify the law, incorporating recitals to the original GDPR in the legislation. While this may be the policy intention, the Bill must be read in the context of recent developments in artificial intelligence and the practice of AI developers.
The Government need to provide reassurance that the intention and impact of the research provisions are not to enable the reuse of personal data, as the noble Viscount said, scraped from the internet or collected by tech companies under legitimate interest for training AI. Large tech companies could abuse the provisions to legitimise mass data scraping of personal data from the internet or to collect via legitimate interest—for example, by a social media platform, about its users. This could be legally reused for training AI systems under the new provisions if developers can claim that it constitutes scientific research. That is why we very much support what the noble Viscount said.
In our view, the definition of scientific research adopted in the Bill is too broad and will permit abuse by commercial interests outside the policy intention. The Bill must recognise the reality that companies will likely position any AI development as “reasonably described as scientific”. Combined with the inclusion of commercial activities in the Bill, that opens the door to data reuse for any data-driven product development under the auspices that it represents scientific research, even where the relationship to real scientific progress is unclear or tenuous. That is not excluded in these provisions.
I turn to Amendments 64, 68, 69, 130 and 132 and the Clause 85 stand part debate. The definition of scientific research in proposed new paragraph 2 under Clause 67(1)(b) is drawn so broadly that most commercial development of digital products and services, particularly those involving machine learning, could ostensibly be claimed by controllers to be “reasonably described as scientific”. Amendment 64, taken together with those tabled by the noble Viscount that I have signed, would radically reduce the scope for misuse of data reuse provisions by ensuring that controllers cannot mix their commercial purposes with scientific research and that such research must be in the public interest and conducted in line with established academic practice for genuine scientific research, such as ethics approval.
Since the Data Protection Act was introduced in 2018, based on the 2016 GDPR, the education sector has seen enormous expansion of state and commercial data collection, partly normalised in the pandemic, of increased volume, sensitivity, intrusiveness and high risk. Children need particular care in view of the special environment of educational settings, where pupils and families are disempowered and have no choice over the products procured, which they are obliged to use for school administrative purposes, for learning in the classroom, for homework and for digital behavioural monitoring.
The implications of broadening the definition of research activities conducted within the state education sector include questions of the appropriateness of applying the same rules where children are in a compulsory environment without agency or routine practice for research ethics oversight, particularly if the definition is expanded to commercial activity.
Parental and family personal data is often inextricably linked to the data of a child in education, such as home address, heritable health conditions or young carer status. The Responsible Technology Adoption Unit within DSIT commissioned research in the Department for Education to understand how parents and pupils feel about the use of AI tools in education and found that, while parents and pupils did not expect to make specific decisions about AI optimisation, they did expect to be consulted on whether and by whom pupil work and data can be used. There was widespread consensus that work and data should not be used without parents’ and/or pupils’ explicit agreement.