The problem with Universal Credit? It has marched to a political drum

In working to deliver to an arbitrary timetable, Duncan Smith ignored sound programme management principles.

Whenever we talk to low-income families about welfare reform, they always ask the same question: when will I be moved on to Universal Credit? The National Audit Office’s report on the new benefit published today suggests the answer could be like picking petals off a flower: this year, next year, some time, never…

The report provides a forensic exposition of Universal Credit to date. It documents how the government had to 'reset' UC earlier this year because of the Major Project Authority’s concerns about the programme implementation, how DWP has had to scale back its ambitions with respect to the pilots launched in April and how the vital IT systems that underpin UC are woefully under-developed, forcing the department to abandon the planned national roll-out this October. 

It’s a controlled but withering assessment, which contrasts sharply with the rosy picture the Secretary of State and his officials gave to the work and pensions committee only a few weeks ago.

Why so many problems? Reading between the lines, the report suggests that many of UC’s difficulties stem from the fact that the project has marched to the beat of the political drum, rather than the more sober tempo of sound programme management principles. As the NAO tactfully puts it, "The Department was not able to explain to us how it originally decided on October 2013 or evaluated the feasibility of roll-out by this date". Traditional management approaches would have indicated an April 2015 launch instead.

In the scrabble to honour ministerial commitments, the DWP has had to cut many corners. The report shows that time and again, the UC team has departed from the original brief in order to deliver to deadline. The pilots were radically reduced in scope and size, for example, and the national roll-out has been scaled back to just six new pathfinder sites. 

But these short-cuts have profound implications for the future progress of UC. The IT that supports the 1,000 or so claimants currently trialling the new benefit has cost the department £303m to date, yet is so primitive that the NAO questions whether it can form the basis of the national system. DWP has already had to write off £34m of new IT assets as not fit for purpose, with the report suggesting that other UC investments could prove equally redundant in the longer term.

In working to deliver to an arbitrary timetable, then, DWP has hunkered down and developed a fortress mentality. But in the meantime, those low-income families set to gain under Universal Credit are left waiting. Let’s hope that for their sake, the NAO report, with its robust suggestions for remedial action, can penetrate the departmental defences.

Work and Pensions Secretary Iain Duncan Smith speaks at last year's Conservative conference in Birmingham. Photograph: Getty Images.

Lindsay Judge is senior policy and research officer for the Child Poverty Action Group.

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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