We now move to the short debate, and I call on Hannah Blythyn to speak to the topic she has chosen. Hannah Blythyn.

Thank you, Deputy Presiding Officer. I welcome the opportunity to have this short debate today: School of Politics—Empowering the Next Generation of Active Citizens in Wales. It’s perhaps a shame that the debate has actually fallen on today’s debate, on the eve of poll of the local elections, but given today’s short debate is focusing on enabling more active participation in politics, then I think we’ll have to suck that up and let people go off and campaign.

Making sure that younger people in particular have the knowledge and confidence to feel able to actively participate in democratic politics in Wales is something that I am personally and politically passionate about. I’d like to see a greater number of the next generation in a position not only to question and better hold people like me to account, but also feel that political life could be something for them, too. Since being elected for the first time almost one year ago now, going into schools and colleges to speak to students is something that I have been heavily committed to, and also making sure that I meet with every school group from my constituency that visits the Senedd through the Assembly’s excellent outreach and education service—although, I must confess to missing one group because it was on a constituency Friday, and the outreach service were really accommodating and recorded a message for the children to explain why I wasn’t there. Then, just by coincidence, a week later, it appears the glass in my office was relatively thin and I could hear some youngsters outside saying, ‘Oh, that’s her who recorded the message for us.’ So, I surprised them by opening the office door and popping my head out and we had a good chat about their visit to the Senedd, which they thoroughly enjoyed.

When I speak to groups of younger people, I often open with words, ‘My name is Hannah Blythyn, and I’m a politician.’ That’s not some kind of bizarre confession I’m about to make, but the point that I make by opening like that is when I was their age, sitting there, they’re words that I would never have expected to have come out of my mouth, not least because the National Assembly didn’t exist then, but because public speaking wasn’t for me and politics didn’t seem like—. Whilst I was politicised by the town and the community in which I grew up, I didn’t necessarily feel that politics was for me. Politicians didn’t look, sound or even act like me, and I didn’t know where to begin, where you’d get involved or what could be a route you could get involved in. So, my message is that: if I can do it, then so can anybody else in the future. But the mystery, barriers and misconception over politics, what it is, who it’s for and who is a politician remain, and we all, in this place and outside of it, have a democratic duty to change this.

But the question really is that: where do we start? I’m pleased to see the Llywydd’s consultation on establishing a new youth parliament for Wales, launched just last week. It’s important that young people across Wales are given a national opportunity to have their voice heard and to contribute to our growing devolved democracy. But, as an Assembly Member in north-east Wales, it is of particular importance to me that any youth parliament is made accessible and participation is a realistic option for young people throughout Wales, regardless of location, background or education. As the consultation continues, I’ll be encouraging as many organisations and individuals across north Wales to have their say and to influence the potential youth parliament at an early stage. I trust colleagues will be doing the same.

A little closer to home, and a timely mention as we head to the polls in local authority elections, it was music to my ears to learn that the establishment of a youth council for Flintshire was a key election pledge of the Flintshire Labour group. This is something that will have my full and active support, and it would be interesting to see how already established youth councils across Wales and the UK work in practice, what can be learned and what can be built on, because I believe that it’s important that with youth councils and parliaments they’re not just tick-box exercises and that young people have the adequate resources and support to enable them to see actual outcomes from them.

But what really should be at the heart of this is to go back to school and begin, at a young age, to equip young people not only with the tools to actively participate in political life in Wales, but to realise the value and importance of doing so. Active citizenship in schools can encourage and empower children to see their decisions result in real change, help develop a culture of participation at an early stage by working with others in a school council environment or similar, and create the future leaders and those who hold politicians to account.

Eighteen years since the advent of our Welsh Assembly, too many people—young, old and somewhere in between—are still not clear on what exactly the Assembly does, what specific responsibilities lie here in Wales and how it works for them. So, it’s therefore more important than ever that we take steps to better educate the next generation whilst they’re still at school. As we’re aware, the Welsh Government is in the process of developing a new curriculum for schools in Wales that will put a greater emphasis on equipping young people for life. This is a real opportunity that needs to be grasped to embed programmes and action that will enable and empower our young people to become confident and more active citizens.

The third purpose outlined in the curriculum for life underlines the importance of developing ethical and informed citizens who are fully aware of their rights and responsibilities. Politics and active citizenship go hand in hand and must be an integral part of all Welsh children’s education. The question is: how can this be achieved? I know much of the role of teaching politics in schools has traditionally fallen within the PSE curriculum, which is always heavily crowded with things that need to be covered. Whilst I welcome the coverage that does happen within PSE, it’s often in a condensed period of time and I’m sure most of us would be loath to add to the workload expectations of already heavily burdened and hard-working teachers. I think, in addition to the teaching of citizenship and about devolution needing to be a standard and statutory part of the curriculum, it’s important that it’s delivered by people who not only have the expertise and experience, but also a passion for it, because it won’t work if it’s just something that is, again, a tick-box exercise to be done. It has to be delivered with a real enthusiasm and passion for the children and the young people hearing it to really embrace that and get involved and do something following it.

It is my view and that of many other people that I’ve spoken to that it does need to be a statutory part of the school curriculum in some way, but I think we need a bigger discussion, going forward, on how this can actually best work in practice. Perhaps with some aspects of this, could there be a greater and more formal role for the Assembly’s education and outreach service? And what part do school councils play? While the establishment of school councils is currently a statutory requirement, how school councils operate is not on a statutory footing. Anecdotal experience of my own tells me that when it comes to school councils, what works for one might not necessarily work for another. So, some flexibility in the range of ideas and options for encouraging active citizenship and the value of voting and participation could perhaps be needed.

Schools play a key role in creating a culture and instilling the norms of democratic society. It is in schools where active citizenship must start. In my own constituency alone, I have come across a number of innovative examples of how children and students are given the space to allow them a taste of different aspects of active citizenship. There is an inspiring group of students at Mold’s Alun School who are volunteering as part of the United Nations Foundation’s ‘Girl Up’ campaign—a campaign that engages young women to take action to support girls and young women in the developing world and places where it is often hardest to be a girl. These students are not simply a shining example of active citizenship within the walls of their own school by changing perceptions and doing their bit to break down barriers, but also beyond that by championing the cause of young women across the world.

Cornist Park County Primary School in Flint has a school ambassador scheme, with three types of ambassadors: eco ambassadors work with teachers to find new ways to be an eco-friendly school; healthy lifestyle ambassadors aim to make the school a healthier place; and entrepreneurial ambassadors carry out charity work and fundraising. All ambassadors work closely with staff to develop changes in the school, and they come together every half term to talk about progress. Children who have previously been ambassadors are involved in the selection process of new ambassadors, and the children present their ideas and visions about other prospective ambassador roles.

Last but not least is Ysgol Merllyn’s school parliament. I know that the Cabinet Secretary has met members of the current parliament during their visit to the Senedd. While much of the media and political focus is on tomorrow’s local elections and the general election on 8 June, the focus of this primary school in Bagillt will be the big day on 14 July, when pupils go to the polls in the school’s third general election. In the previous two polls, the eligibility to vote was that you had to be over the age of four and in full-time education. After a successful campaign, the nursery has been emancipated and will vote for the first time in the 2017 election. Ahead of polling day, pupils who are candidates will deliver speeches, campaign and hold hustings. On election day itself, pupils go to the ballot box, exit polls are announced, and the whole process is overseen by independent scrutineers. I look forward to playing my own part in the democratic process, and I have signed up to do an early shift in the polling station on the day. Following the election, the prime minister and deputy prime minister are announced, and the PM visits the queen—headteacher Tracy Jones—and she asks them to form a government. Ministers are then appointed, who oversee portfolios, which include sports, the environment and education. I have managed to get my hands on a copy of the minutes from a recent cabinet meeting at Ysgol Merllyn. Elected representatives recently discussed proposals for mirrors in the girls’ toilets, an art event in the autumn term and the continuation of sports during morning activities. This is an outstanding example of how teachers can facilitate the opportunity for pupils to take the lead within their schools in an innovative, fun and effective way. Ultimately, what this is doing is embedding within the children the importance of voting at an early age, at a young age, and being an active citizen. When they visited here, I did ask them why it was important to vote, expecting them to turn around and say to me, ‘Because it gives us a voice. We can have our voice heard. We can have our say.’ But one little boy did put his hand up and said, ‘Because if we don’t vote, people like Donald Trump get elected.’

Through examples and initiatives like this, pupils are being grounded in the principles of democracy and empowered from a young age. This is achieved through a fun, interactive and realistic model of real-life politics. It is important that the best examples give the children and young people the means to actually take action and see for themselves the outcomes from that. Where there are opportunities facilitated for young people to engage in citizenship and politics, the understanding of the importance of being an active citizen invariably follows. The hope is that in the future it will be these pupils who are inspired and equipped to become the leaders of tomorrow here in Wales, across the UK, and internationally. Perhaps one day the prime minister of a primary school will find themselves here as the First Minister of Wales.

Thank you very much. I call on the Cabinet Secretary for Education to reply to the debate. Kirsty Williams.

Thank you very much, Deputy Presiding Officer. I would like to thank Hannah Blythyn very much for raising this important issue for debate here this afternoon and for taking the time to highlight the excellent practice in her own constituency, and her personal commitment in showing leadership in this issue in the schools from her constituency that visit the Senedd here. And can I add, in my capacity as the Assembly Member for Brecon and Radnorshire, that I, too, very much appreciate the education service that is provided by the Commission, both in schools in my own constituency and in the education programme that goes on here? I, too, over the many years I've been here, have been hugely impressed by the quality of provision.

It also, Deputy Presiding Officer, gives me the opportunity to indulge myself just for a moment to reflect on my own journey into politics and to contrast the differing attitudes that I found in my own school. If it was not for the passion that Hannah talked about of my late history and politics teacher, Mr Nick Burree, I would not be here today. He saw something in me, and it ignited in me a passion for public service and politics. This is sharply contrasted with, of course, the head of sixth form who told my poor father when he attended a parents evening, by said teacher, ‘Well, if Kirsty does not stop this politics nonsense, she will amount to nothing in life.’ When I was first elected to the Chamber in 1999, within a matter of days, when I saw an envelope with that handwriting, I knew instantly what it was—I'd seen it in red ink in enough English essays to know—and I was very glad to know that, despite her scepticism, Miss Charles, my English teacher, had sent a note to congratulate me on my election.

Involving young people in the democratic process is important for them and for the whole of society. This is essential for the future of a vibrant democracy. Our commitment to children and young people is enshrined in legislation, and listening to, and investing in, children and young people is central to the Welsh Government’s approach. Children and young people are and must be enabled to continue to be full and active citizens of Wales who have a valuable contribution to make to all of our communities. The current national curriculum supports the teaching of citizenship and provides opportunities that prepare learners for life as global citizens. Specifically, citizenship lies within personal and social education, as we’ve just heard, and education for sustainable development and global citizenship—something, perhaps, that some of our UKIP colleagues could enjoy, having listened to the debate recently about our ability to contribute to climate change remission. It’s also a key component of the new and more rigorous Welsh baccalaureate that was introduced in 2015.

Personal and social education forms part of the statutory basic curriculum for all pupils aged seven to 16 at maintained schools, and issues regarding citizenship are delivered by schools through the active citizenship theme of the PSE framework. It gives learners the opportunity to develop their knowledge of politics, employment and their rights in a democratic society, which reflects the United Nations Convention on the Rights of the Child. Learners are encouraged to be members of their community and can be helped to play a meaningful and active part in them. Furthermore, education for sustainable development and global citizenship gives learners at all stages of their education an understanding of the impact of their choices on other people, the economy and the environment, and aims to challenge learners to see how they can contribute to the lives of others. Not only is it embedded in the school curriculum, it is an integral component of the foundation phase for our youngest pupils.

The Global Citizenship Challenge of the reformed Welsh bacc also contributes to developing the skills, attributes and knowledge that will create global citizens with an understanding of the world and the place of Wales within it. Along with the knowledge and values that they gain from learning about global issues and political factors, learners develop skills that will give them the ability and confidence to be proactive in making a positive difference in the world.

Looking ahead to the future, in his ‘Successful Futures’ report, Professor Donaldson set out what a successful young person leaving statutory education would look like. His report identifies four purposes of the curriculum in Wales, one of which is ensuring that learners are, and I quote,

‘ethical, informed citizens…who understand and exercise their human and democratic responsibilities and rights’.

This places citizenship right at the heart of the curriculum.

The design of the new curriculum is being taken forward by a network of pioneer schools and other experts. They are working together as a national network of schools to co-design, consult, inform, support and build capacities in schools across Wales, working in an all-Wales partnership with Welsh Government, Estyn, higher education, business and other key partners. The working groups were established in January of this year, and work has begun to develop the six high-level areas of learning and experience, otherwise known as the AOLEs. These groups are working on the more detailed development of each AOLE, including humanities, which is where politics will sit. During the development process, the pioneer schools will check and review emerging models to test and share ideas and gather feedback. There will also be more formal opportunities for key stakeholders to comment on proposals in relation to the new curriculum by way of surveys or consultation at strategic points during the development.

We’re clear that the participation of children and young people will continue to be key in the development and the delivery of our legislation and our policies and programmes. It is only right that we continue to ensure that children and young people have an active voice in the workings of this Government. Article 12 of the United Nations Convention on the Rights of the Child states that all children and young people have the right to a voice in decisions that affect them, and the Welsh Government remains staunchly committed to protecting that right.

We also fund a national model, Young Wales, to enable these voices to be heard. Young Wales is a collaborative enterprise bringing together six children and youth organisations across Wales, the main partner being an umbrella body for children’s organisations within the voluntary sector and a centre of excellence for children’s rights. Young Wales reaches out to thousands of children and young people across Wales to enable them to have their voices heard and influence the work of the Welsh Government. We will continue to support the development of these innovative participation models and national opportunities for children and young people to participate in decisions affecting them in line with article 12 of the UNCRC, the right to express their views.

This Assembly, unfortunately, does not currently have legislative competence in relation to the electoral franchise, and cannot make changes to the voting age. However, I am pleased that the recent White Paper on reforming local government proposes reforms to elections, including the extension of the voting franchise to 16 and 17-year-olds. This, along with other reforms to improve electoral registration and voting processes, I hope will encourage young people to participate in elections and democracy more widely.

The draft Local Government (Wales) Bill 2015 included proposals to charge local authorities with a duty to develop public participation strategies, enabling local people to engage with the decision-making processes and to have their views taken into account. Our intention is to continue to pursue this policy, and to include within it the need to enable young people to play a full part in that process. The majority of councils in Wales have youth councils or youth cabinets, and some also have youth mayors. Youth cabinets are a valuable tool that can be used to connect with young people locally, and encourage and empower them to actively participate in democratic processes. It is essential to a healthy, democratic nation that everyone is aware of and is able to exercise their legal rights. Hannah also made mention of the important role of school councils, allowing children’s voices to be heard within the institution where they are being educated, and, again, they provide a valuable opportunity for children and young people to have a grounding in the ability to shape their futures, influence and persuade and campaign, and the examples that Hannah gave are some of the best that I’m aware of in the country.

Also, in our charter for youth work, we have said that youth services across Wales must provide opportunities for young people to participate in decision making. Again, we have some fantastic examples of youth organisations giving young people the skills, knowledge and experience to be able to influence decision making within the organisation and within their local area. Again, this supports our commitment to the UNCRC and the UN Committee on the Rights of the Child in their recommendation that all Governments should have a forum for children’s participation.

Deputy Presiding Officer, again can I thank Hannah for bringing this subject forward? I’m sure you would want to join me in urging all schools to participate in the opportunities that are available to them, either from the National Assembly for Wales or from the Welsh Government. Hannah, thank you very much for bringing this debate forward.

Thank you very much for replying to the debate as well. That brings today’s proceedings to a close. Thank you.

The meeting ended at 18:09.