Andrew Rosindell

It is a great privilege to serve under your chairmanship, Ms Vaz. I put on the record my thanks to the hon. Member for Southgate and Wood Green (Bambos Charalambous), who secured this timely debate to coincide with the International Day of Education. Over my 25 years as a Member of this House, I have been extremely fortunate to travel to all parts of our planet, whether as part of the Foreign Affairs Committee, on which I served for 15 years; the Commonwealth Parliamentary Association, which does excellent work, as we all know; the Inter-Parliamentary Union; the NATO Parliamentary Assembly; the British-Irish Parliamentary Assembly; or, most especially, the Westminster Foundation for Democracy, which I served as a governor for nine years, doing work in countries around the world. I have also taken part, over the years, in various missions with the Foreign and Commonwealth Office to countries including Uganda and the British Indian Ocean Territory. I will say a bit more about the Chagos islands later. Through my travels I have seen at first hand the impact of British education, cultural exchange and institutional engagement around the world. I felt it right to participate in this debate because I was due to respond to it on behalf of His Majesty’s Opposition as a shadow Minister. Although that is no longer the case, I am sure that the hon. Member for Spelthorne (Lincoln Jopp) will do justice to the role this afternoon, and I wish him well in his endeavours. Education has the ability to transform lives and, ultimately, it shapes the world in which Britain must operate. For generations, this country has been regarded as the workshop for global leaders, and the world’s elites have wanted to send their children to be educated here in the United Kingdom. That includes post-colonial leaders such as Lee Kuan Yew, Robert Menzies and Mahatma Gandhi, and contemporary leaders such as the great Tony Abbott and Shinzo Abe. The list goes on—it is very extensive—and we should take great pride in the fact that so many distinguished figures from around the world choose to send their children and families to be educated here in the British Isles. It is clear that our schools, universities and language, and our great British culture, have projected British influence further than any number of tanks or treaties ever could have done. That influence has been built deliberately through institutions and scholarships that are respected across the globe, including the Rhodes scholarship, the Chevening programme, the work of the Association of Commonwealth Universities, and the generations of Commonwealth scholars who have gone on to become leaders in politics, business, science and civil society. As chairman of the all-party parliamentary group for the Commonwealth, I have seen how thriving these networks of influence truly are. However, I am afraid that the Commonwealth itself, and bodies such as the Commonwealth of Learning, have been understood by successive Governments as almost like a hangover of colonial times—something from the past that should belong in history. That attitude is wrong and needs to change. We should be proud of what Britain has achieved over the centuries and we should continue those traditions today.