andreas schleicher matthew hancock mp discusses Britain’s place in on why now is the time to The the world of education focus on apprenticeships Progressive Conscience
Education: A solid start
james o’shaughnessy | charlotte leslie mp | conor ryan | nick gibb mp Contents
Contributors
james brenton is the Editor of The Progressive Conscience
annaliese briggs is an Education Research Fellow at Policy Exchange. Annaliese P10 P18 P15 is also a trained teacher
nick gibb is the Member of Parliament for Bognor Regis and Littlehampton and Minister of 03 Editor’s introduction 15 Putting our teachers in charge State for Education
James Brenton Charlotte Leslie matthew hancock is the Member of Parliament for 16 Educating for character bright blue politics West Suffolk & Minister of James O’Shaughnessy State for Business, Enterprise 04 Director’s note and Energy 17 What LGBT students need Ryan Shorthouse rhian johns is Director of Joseph Musgrave Policy and Campaigns at Impetus 06 Why I’m a Bright Blue MP – The Private Equity Foundation Chloe Smith post-16 charlotte leslie is the 07 It’s time to focus on early 18 A new era for apprenticeships Member of Parliament for Bristol North West and is childhood education Matthew Hancock a member of the Health Annaliese Briggs 19 Mind the gap between education Select Committee and unemployment joseph musgrave helped schools Rhian Johns develop the social media campaign Out4Marriage and 08 The right way to learn to read 21 Skin in the game was Campaign Spokesman and Nick Gibb Duncan O’Leary Parliamentary Liaison for the Freedom to Marry campaign 09 Socially mobile schools 22 Giving students what they want Conor Ryan duncan o’leary is Sonia Sodha Research Director at Demos
10 Interview with Andreas Schleicher james o’shaughnessy is an James Brenton education entrepreneur and Former Director of Policy at Number 10 Downing Street
conor ryan is Director of Research at the Sutton Trust and Former Education Adviser to Prime Minister Tony Blair
andreas schleicher is the Director for Education and Skills at the OECD and former Director of the OECD Bright Blue Director: Ryan Shorthouse Programme for International Researcher: David Kirkby Student Assessment (PISA) Bright Blue is an independent Associate Executive Board: Alexandra Jezeph, ryan shorthouse is the think tank and pressure group Phil Clarke, Kate Maltby, James Brenton, Nick Denys, Director of Bright Blue for liberal conservatism. Jonathan Algar, Tim Flagg, Sam Nassiri chloe smith is the Member of [email protected] Parliament for Norwich North www.brightblue.org.uk Editor: James Brenton sonia sodha is the Head of Printed by: PPC, www.ppcbristol.co.uk Public Services and Consumer Designed by: Soapbox, www.soapbox.co.uk Rights Policy at Which?
2 | The Progressive Conscience Editor’s introduction Education policy may be ripe for addition, alongside politics and religion, to that list of subjects not to be discussed in polite company. Emotion and experience james brenton is the Editor can often overshadow reason of The Progressive Conscience
Education fiercely divides opinion, with perspectives often We can also expect that the outputs of the educational system more felt than thought. Children’s minds are a battleground will reflect the resources and talent that are its inputs. With this of contrasting ideas and orthodoxies, and the components of in mind, Charlotte Leslie MP (Pg. 15) describes how attracting a good education, and how it should be delivered, have been better teachers will require that they be given more autonomy debated since time immemorial. Certain components of this and opportunities for advancement within the profession. debate, however, are relatively new. In this respect she is in agreement with Andreas Schleicher, Britain’s students now compete for employment and Director for Education and Skills at the OECD. In my inter- opportunity not just with one another, but with students view with Mr. Schleicher (Pg. 10), he tells me how opportunities around the world, educated according to different (and, as for teachers, and the prestige associated with teaching, are an discussed in this magazine, often more exacting) standards. important determinant of educational outcomes. Increased immigration has brought new and alternative expectations to bear upon our schools, and raised questions about what values are being taught in the classroom. Public We can no longer expect our schools to teach finances are strained, and attention has necessarily turned to children a finite set of skills that will carry them getting the best return for the education pound, provoking through to retirement debate about how any such return should be measured. Meanwhile, the economy is changing, and we can no longer expect our schools to teach children a finite set of Because education is about more than memorised facts, skills that will carry them through to retirement. Instead we former Director of Policy at Number 10 Downing Street must add ‘learning how to learn’ to the long list of education’s James O’Shaughnessy (Pg. 16) tells us about the role that objectives. This will require a fundamental rethinking of how character education should play in education. Britain’s edu- education is delivered, which skills receive the most attention, cators must also align themselves with employers to ensure and the very purpose of education itself. that the next generation of students has the skills the economy While a conclusive resolution of the debate around edu- requires, as Rhian Johns (Pg. 19) argues. With this in mind, cation is neither possible nor desirable, with new research Matthew Hancock MP (Pg. 18) describes the progress that constantly improving our understanding and methods, in Conservatives have made in improving the quality and quan- this edition of The Progressive Conscience we have brought tity of apprenticeships available to today’s students. together important thinkers to share their perspectives. This edition also includes insights from Duncan O’Leary Policy Exchange’s Annaliese Briggs (Pg. 7) explains what (Pg. 21) about what schools can learn from financial reforms, needs to be done to improve early childhood education to a discussion of how children should be taught to read from maximise the potential of the formative years of a child’s life. Minister of State for Education Nick Gibb MP (Pg. 8), Part of ensuring that children get the best education possi- Sonia Sodha’s thoughts (Pg. 22) on what students want from ble will also involve opening up access to the nation’s best university, and Joseph Musgrave’s opinion (Pg. 17) on how schools, and Tony Blair’s former education adviser Conor to create better schools for lesbian, gay, bisexual, and trans- Ryan (Pg. 9) describes how the government and individual gender students. schools can diversify their enrollment while providing parents This edition of The Progressive Conscience is an importa- with the information necessary to make the right decision for tion addition to the education conversation, whether held in their children. polite company or otherwise.
Summer 2014 | 3 BRIGHT BLUE POLITICS
DIRECTOR’S NOTE Ryan Shorthouse on why education should be at the heart of the Conservative offer
inspiring, not just competent. It Educational qualifications, in fact, needs to demonstrate how it is about are more important for securing and ryan shorthouse is the Director of Bright Blue transforming life chances, not just succeeding in the labour market in the managing the nation’s bank account. UK than most other OECD countries. The centre-right does have an The more qualifications you have, The centre-right is winning the optimistic, progressive vision: the more likely you are to volunteer, argument on how our economy individual empowerment and social to be tolerant of different social should be managed, more so than for responsibility. We believe passionately groups and to not engage in a long time in British history. With in giving people and communities – criminal activity. growth returning and employment especially those facing disadvantage – Without them, there can be increasing, the general public trust the the tools and freedom to create positive a dangerous and disheartening Conservatives the most on economic change. The centre-left, meanwhile, can hopelessness and dislocation from stewardship. In their attempts to too easily descend into ugly fatalism society. Poverty is much more common control the welfare budget and the level – believing that change cannot really among those with limited educational of immigration, the Conservatives have spring from individual or social action, qualifications. And look at those most of the public on side too. but only from tired and expensive who rioted across British cities in the Yet, a strong record on competence statist solutions. The centre-right, after summer of 2011 – they tended to have – controlling the public finances, all, trumpeted the ‘Big Society’, which lower educational qualifications, with immigration and benefits – is proving is underpinned by a belief in human a fifth having none at all. insufficient alone in wooing enough goodness and ingenuity. More of This Government has done a lot voters to secure a second term in this, please. to increase educational opportunities. government. Miliband is mocked. But The number of apprenticeships his party, according to various polls, is The centre-right does have an and university places is increasing winning in key marginal seats, meaning significantly, with more young people a slim Labour victory is still a very optimistic, progressive vision: from deprived homes now in higher likely prospect. individual empowerment and education. Free schools are increasing The Conservatives are good at social responsibility. We believe the availability of good school places the macro: managing the budget, for children from disadvantaged standing up for the UK in the EU, passionately in giving people backgrounds in particular. Even when leadership on the global stage. But and communities – especially state resources have been slimmed, the they are struggling to convince enough government has extended the funding of the electorate that, when it comes those facing disadvantage available for infants from modest to individual circumstances and – the tools and freedom to backgrounds to access vital early values, the Conservative Party really create positive change years education. is behind them. As Lord Ashcroft More, of course, needs to be has demonstrated, too many of done. Specifically, the centre-right those on modest incomes believe the Improving education is critical will need to develop and fight for a Conservative Party does not represent for the building of an innovative, distinctive policy approach in several people like them and is the “party compassionate society led by key areas of education. First, on of the rich”. empowered and socially-minded finding a sustainable way of building Another clear moral mission, citizens. A decent education is a an early years education system that other than deficit reduction, is passport to mainstream society, is affordable and high-quality for all. needed. Conservatism needs to be to a good life in modern Britain. Second, on spreading independence
4 | The Progressive Conscience BRIGHT BLUE POLITICS
and accountability – a potent cocktail has been fixated on another fight: Policy makers on the centre-right for success – as well as the role of the against the ‘education establishment’. are thinking creatively about improving independent sector in state schools. Some of this is understandable. But education. The leadership of the Third, on the mechanisms used to the Conservative Party must remind Conservative Party must welcome improve the quality of teaching. Fourth, the public what it is really fighting robust and respectful policy debate. on driving up quality in apprenticeships for: policies to help those from Energy is created from it, important for – by, for example, building a national modest backgrounds get the best generating political momentum and market with rich, comparable possible education. The appointment support. If debate is stifled, the issues information for young people. And, of the talented Nicky Morgan MP that are talked about narrowed, the finally, to fight for a bigger and better as Education Secretary provides an party will not grow – intellectually or higher education system which is opportunity for this. And the recent politically. Most importantly, education fiscally sustainable. suggestion of a Conservative pledge in policies should be at the heart of an These are big battles. But, especially the next manifesto to end illiteracy in optimistic and inspiring story from the recently, it seems the Government a generation is a strong start. Tories in the crucial year ahead.
Summer 2014 | 5 BRIGHT BLUE POLITICS
COLUMNISTS WHY I’M A BRIGHT Each issue, a Conservative MP tells us why they’re part of the BLUE MP Bright Blue family. This issue, Chloe Smith, MP for Norwich North, tells us why she’s a Bright Blue parliamentary supporter
chloe smith is the the right policies. I argue for a focus on Our opportunity is to avert an Member of Parliament the economy, education and the major existentially large-scale disillusionment for Norwich North intergenerational issues such as housing, with traditional party politics by as well as modernising voting itself. making our party the home for I’m a Bright Blue MP because I believe We have an exciting Conservative Generation Y. in the principles of the small state, chance to communicate with a whole We need to act now because while responsible economics, freedom, new market. the Baby Boomers are today’s largest enterprise and social liberalism. I want We know that our generation cohort, by General Election 2025 the Conservative Party to thrive looks to themselves to take action, Generation Y (and younger) stands into the next century as the voice of and look to businesses, charities and to be a competitive proportion of the these principles. action groups to achieve things for voting population. I was elected at the age of 27. I’ve their chosen community. Actions that We should focus on three tools to been one of the youngest Ministers the state can take come a long way make this change. First in our policy – in British history at 28. I first got down the list, according to research by the manifesto should serve Generation interested in politics when I was Demos. Even The Guardian has been Y. Second in our language – so that we trying to set up a youth forum in forced to admit that ‘Generation Y is talk to all generations. And third in our Norfolk, where I grew up and where backing the Conservatives’, and the campaigning. We need to work for it. I have the privilege to be a Member of BBC has woken up to the same. Generation Y, like any other Parliament today. The polls show an opportunity. group, backs its own values and The reason I dwell on the Recent Ipsos Mori polling, aspirations. I want politics in Britain Conservative Party’s survival is that my Understanding Society, shows that to work for Generation Y alongside generation, Generation Y, do politics support in Generation Y for the other generations. Politics has to help very differently. Conservatives has doubled since new-style campaigners get results in The majority of today’s 18–24 year 2005. Although our party still lags their communities; has to help online olds do not vote. Only 44% turned out Labour in this age group, Labour activists articulate a vision for how in 2010 and, since then, at worst, 88% support has plateaued and Lib Dem things should be – and make it happen; expressed that they don’t plan to vote. support crashed. has to help practical, relevant, goal- There is evidence to suggest this situation Ipsos Mori’s data also shows a oriented and flexible young people is more extreme than it has been for decline in support across the board run the country in good time. I believe previous generations of young citizens, for redistribution and high welfare passionately that the Conservative and that Britain’s problem is worse than spending, but with the youngest Party can be the home for Generation elsewhere in Europe and the US. generation in particular least in favour. Y because we hold the principles of 2015’s first time voters have an Generation Y has strong interest in the small state, responsible economics, aversion to formal politics – but they enterprise. Some argue too that whilst freedom, enterprise and social are interested in political affairs and are you might expect a clash of generations liberalism. Those principles matter for engaged in different activities, including at a time of scarce resources, the lack this generation as they have always some outstanding community projects. of such strife reflects strong family mattered – and you can have them They want confidence in what politics values. All three of these points about through your vote, your action and is for. Research suggests they vote on policy and values imply an important your leadership. policy, and extremely few vote on the opportunity for the centre-right. Bright Blue, like me, wants the basis of family tradition. Politicians The Conservative Party has been, is, Conservative Party to grasp that need to gain young voters’ trust, can be and should be a party of radical opportunity. That’s why I’m a Bright communicate effectively and set out ideas and action. Blue MP.
6 | The Progressive Conscience EARLY YEARS
It’s time to focus on early childhood education Annaliese Briggs explains why the first years are pivotal for educational success, and why they are not getting the attention they deserve
of wider educational expertise that the argument lie two opportunities and an annaliese briggs is an Education Research Fellow at early years sector urgently requires. increasing number of facts. The first is Policy Exchange. Annaliese is Indeed, the kind of isolation that the that Sir Michael recognises the impor- also a trained teacher early years sector has come to inhabit is tance of early education and created a a risky – and potentially costly – busi- space for practitioners to have legitimate If primary school teachers are the ness. Successful reforms which started conversations with their colleagues in poor man’s secondary school teacher, in the school sector – including the schools, which arguably operate a much then early years educators are the popular Pupil Premium and placements tighter ship. In this respect, he levelled poor man’s primary teacher. Early of ambitious Teach First graduates – are the playing field. He also placed the years educators exist as much on the slowly beginning to roll out of schools responsibility – an opportunity – for the periphery of the education sector’s and into nurseries. In the wake of these early years sector to make a significant consciousness as early education exists policies, the early years sector would be mark on educational poverty. The in the grand scheme of a child’s life. wise to be guided by their neighbouring ‘18-month vocabulary gap’ rolls off the Sometimes, they’re forgotten altogether. schools, many of which are steeped in tongues of politicians, policymakers and For example, every year some 2000 experience of getting the most bang for teachers up and down the country with enthusiastic members of the education their buck. incredible ease. Yet, more often than not, establishment decamp to Wellington In April this year, Her Majesty’s it is used to contextualise an initiative College to listen and learn from a line- Chief Inspector Sir Michael Wilshaw that seeks to close it, rather than prevent up of A list education celebrities. It’s a launched the first ever Early Years it from forming in the first place. Sir highlight of the education conference Annual Report. It had previously been Michael reversed these priorities. Finally, circuit and yet, despite its precedence, buried away in the depths of other a light is beginning to shine on a body of only one of this year’s one hundred reports, so the decision to extract it, and evidence that illustrates the effectiveness plus seminars specifically addressed the in doing so give it its own voice, should of school-based early years provision, education of 0 to 5 year olds. have been cause for celebration. Yet it such as the recent report from the The absence of these voices is perhaps wasn’t. Instead, fears that Sir Michael Nuffield Foundation that found a larger just as much a symptom of the early was pushing a ‘schoolification’ agenda proportion of government maintained years sector’s reluctance to engage with dominated post-launch whispers. schools offering Ofsted-rated ‘good’ the wider school-based profession as it The launch of the annual report was quality provision for disadvantaged is about the wider sector’s nonchalant nuanced: at once Ofsted had released three to four-year olds than nurseries in attitude towards their peers teaching the early years sector from the shackles the Private, Voluntary and Independent tots. All teachers share a desire to discuss of anonymity. Yet Sir Michael’s solution (PVI) sector. This makes any attempt and debate curriculum, assessment and to the lamentable and widespread to drive a wedge between early years pedagogy, yet the kind of education educational poverty that begins in professionals and their colleagues in that school teachers aspire to give the infancy and endures a lifelong legacy – senior settings all the more difficult children in their class has too often otherwise referred to as the 18-month to justify. become a sore spot in the early years vocabulary gap – was school-based. Distracting the education sector sector. Even the word – ‘education’ – “What children facing serious from the real business of improving life has become almost synonymous with disadvantage need is high-quality, early chances with weak criticisms of early a stifling form of pedagogy that, in the education from the age of two delivered ‘schoolification’ has a limited shelf life. minds of many, conjures up pictures of by skilled practitioners, led by a teacher, And within this period, there is limited quiet children seated at desks passively in a setting that parents can recognise time for the early years sector to lead completing worksheet after worksheet. and access. These already exist. They the profession in a conversation about This caricature is an unhelpful distrac- are called schools.” the merits and limits of school-based tion and has come at the expense of the It fell on deaf ears. Only it shouldn’t practices, the evidence and the direction kind of valuable thinking and sharing have done because within this nuanced the sector should head in.
Summer 2014 | 7 SCHOOLS
The right way to learn to read Nick Gibb MP describes how we are failing to teach students the most important skill they will ever learn
It was this study that influenced the levels of deprivation, 76% passed the nick gibb is the Member of Parliament for Bognor Regis Education Select Committee in 2005 to phonics check. In prosperous Woking- and Littlehampton and Minister recommend a review of the approach ham, where just 5.8% of primary pupils of State for Education to the teaching of reading. The Labour are eligible for free school meals, only Government of the day asked Jim Rose 62% passed. Just before the 2010 General Election to conduct that review, which con- It is not deprivation that explains I visited a school in north London to see cluded that “synthetic phonics offers the disparity between these authorities, volunteers helping children read. I met a the vast majority of young children the it is their attitude and approach to nine-year-old girl who struggled to read best and most direct route to becoming the teaching of reading. Sir Robin the simplest of words. Eventually she skilled readers.” Wales, the directly-elected mayor of read the word “even” on a flash card. I Newham, is a committed supporter of covered up the first letter ‘e’ and asked phonics and his determination to raise her to read the new word. She couldn’t. For too long this country reading standards is inspiring. Other It was clear that the child had not has let hundreds of thousands prosperous local authority areas such been taught the sounds of letters and of children slip through the as East and West Sussex (63% and 65% how to blend them into words (how respectively) need to explain why their “C-A-T” becomes “cat”) – the essence net with their reading skills primary schools are not as effective of the phonics approach to teaching poorly developed – these as those in Lewisham (75%) and children to read. It is likely that she had children rarely catch up Lambeth (73%). been taught using the ‘Look and Say’ For too long this country has let method in which pupils repeat words hundreds of thousands of children slip they see on a page until they recognise The National Curriculum through the net with their reading the whole word on sight. The theory was changed to reflect Jim Rose’s skills poorly developed. These children is that as they begin to recognise more conclusions but despite this and the rarely catch up and their time at and more words, they will pick up the overwhelming evidence of the effective- secondary school is blighted as a ability to read. ness of the phonics approach, resistance result. As reading is the foundation on This wasn’t the case for the girl from in some Local Education Authorities which all later education is built, this is the north London school. Nor was it remained strong. The 2010 Conserv- a shameful waste of talent and the case for the 31% of six-year-olds ative manifesto pledged “to promote damaging to our economy. All who failed to read at least 32 out of the teaching of synthetic phonics” and children, regardless of their intelligence 40 simple words in last June’s Phonics “establish a simple reading test at the or their background are capable of Check despite having completed nearly age of six”. being taught to be fluent readers early two years of primary school education. That test, the Phonics Check, has in their school career. It is an ideologi- The effectiveness of what is known now been in place for three years. But cal commitment to failed orthodoxies as ‘systematic synthetic phonics’ (‘SSP’) what makes fascinating reading is the that has been so damaging to the most was demonstrated in a seven year long- disparity in the results between differ- vulnerable in our society; those titudinal study by Rhona Johnston and ent local authorities. One of the worst children without access to private Joyce Watson, psychologists from Hull performing areas is Liverpool, where tutors or parents who can teach them and St Andrew’s Universities, published just 59% of pupils passed, compared to to read at home. As more and more in 2005. Three hundred primary school the national average of 69% and 79% schools see how effective the tried and children from Clackmannanshire had for the top-performing local authorities. tested synthetic phonics approach is to been taught to read using SSP. By the Of course, Liverpool has areas of severe teaching young children to read, I end of primary school these children deprivation, with 32% of its primary hope that in the not-too-distant future had a word reading age three and half school pupils eligible for free school this country will have eliminated the years above their actual age. meals. But in Newham, with similar scourge of illiteracy.
8 | The Progressive Conscience SCHOOLS
Socially mobile schools Fairness in education means broadening the pool of students at the best schools. Conor Ryan outlines the Open Access scheme
conor ryan is Director of the ability to go to a grammar school Sutton Trust’s report Poor Grammar, Research at the Sutton Trust and are less likely to do so if they come a growing number are prioritising FSM Former Education Adviser to from a poorer background. The best pupils provided such pupils reach a Prime Minister Tony Blair independent day schools, an important minimum standard in the entrance tests. route to Oxbridge and Russell Group Some grammar schools are offering Social mobility is an important goal for universities and home to the socially extra coaching to counteract the all political parties. But despite Michael exclusive networks of our professional advantage given by expensive private Gove’s recent reforms to funding, elites, are out of the price range of nine tutors. There is also work underway structure and standards in schools, in ten parents, with fees averaging over to make those tests less coachable and there remains a reluctance to address £12,000 a year. more culturally neutral. one fundamental question – who gets Unless we redress the balance, the Perhaps the biggest challenge is in admitted to which schools, and how? social immobility which politicians breaking down the barriers between This matters in our best academies profess to deplore will remain state and independent schools. Succes- and comprehensives as much as in the unchecked. There are changes that sive governments have made moves in remaining grammars or independent could be made, if politicians are brave this direction through assisted places, schools. It remains the case that going enough to make them. independent-state school partnerships to a top school, state or independent, In comprehensive schools, most or turning independent schools into helps students get to a good university schools still use distance as their main non-fee paying academies. and then succeed in life. Yet in each admissions criterion. However, a The Sutton Trust’s Open Access case, too many families are priced out growing number of urban academies proposals, based on a successful pilot of a good education. and free schools now use random in Liverpool, would open up 100 Sutton Trust research has shown that allocation or banding (where pupils leading independent day schools to all on average the number of pupils eligible are tested so that the school achieves a students on the basis of ability rather for free school meals (FSM) – a proxy comprehensive intake, drawing students than their ability to pay, and in doing for poverty – is just below half the from across the full range of abilities) so open up the professions. There national average at the 500 non-selective to enable parents who live outside would be needs-blind admissions, schools with the best GCSE results. traditional distance boundaries to apply. with those from low-income families Ninety-five per cent of the top 500 Of course, a balance is needed, so not required to pay any fees and those comprehensives and academies have a that a youngster living next door to from middle-income families expected smaller proportion of their pupils on a school doesn’t lose out, so some to contribute on a sliding scale. FSM than their local areas, including schools use inner and outer catchments Participating schools would receive the almost two thirds with gaps of five or to make such criteria less contentious. same state funding per pupil as other more percentage points. Procedural change is not enough: less neighbouring schools, and their costs Meanwhile, in elective local author- advantaged parents need to know about would be covered by a combination of ities, children who are not eligible the opportunities and rights to free fees and government grants. for free school meals have a much travel for their children. There should Acting on admissions and access greater chance of going to grammar be better information for parents, given could transform social mobility in school than similarly high achieving by trusted members of their commu- England. However, until children from FSM children. Sixty-six per cent of nities. Above all, this requires positive low- and middle-income families get those achieving level 5 in both English political leadership, so that schools the chance to maximise their potential, and Maths at Key Stage 2 who are are actively encouraged to widen their Britain will remain trapped in a system not eligible for FSM go to a grammar intake using the current Admissions where power continues to be the school compared with only 40% of Code, rather than legislative change. preserve of those with privilege, and similarly high achieving FSM children. Outreach is equally important ability to pay militates against everyone This means that even those pupils with in grammar schools. Following the achieving their potential.
Summer 2014 | 9 SCHOOLS INTERVIEW
Andreas Schleicher: Getting world-class schools in the UK The Director for Education and Skills at the andreas schleicher is OECD talks to James Brenton about how the UK’s the Director for Education and Skills at the OECD and schools stack up against the rest of the world, and former Director of the OECD Programme for International what we can learn from the success stories Student Assessment (PISA)
JB: What are the ways in which you see the most successful last decade. They have lengthened the school day, strengthened nations using their education funds? support systems, and introduced national standards together Spending patterns differ in many ways. One common factor with a range of measures to monitor student learning. among high performing education systems is that these tend to prioritise the quality of teachers over the size of classes. They JB: Is there a risk that leaders in the West are putting too much of pay attention to how they select and train their staff. They a focus on test results in an effort to try to duplicate the results watch how they improve the performance of teachers who are of countries in Asia in evaluations like PISA? struggling and how to structure teachers’ pay. They provide an I don’t think you can put too much weight on student perfor- environment in which teachers work together to frame good mance. High performance aspirations, particularly for students practice – this is about professional autonomy in a collabora- from disadvantaged backgrounds, are an essential ingredient for tive culture. They provide intelligent pathways for teachers to success. Obviously, test results only capture a limited range of grow in their careers. educational outcomes but these are essential for success. Also, the absence of mathematics skills, which are easier to test, does not imply the presence of other skills that are harder to measure! If British girls had the same confidence in their abilities as British boys, the gender gap would JB: In the UK, boys outperform girls in math and science, with turn the other way round girls leading in reading. How have other countries successfully encouraged boys and girls to succeed in their relatively weaker subject areas? JB: How should the UK try to narrow the gap between children In the UK, the gender gap in mathematics is particularly large from families of different means? among the lowest performing students. Much of that gap at the The East Asian nations are particularly strong in this area. They high end of the performance spectrum is attributable to gender have high and universal standards and expect every student to differences in self-confidence. In fact, if British girls had the succeed, with little tolerance for failure. You see that mirrored same confidence in their abilities as British boys, the gender even in the mindset of students. The fact that students in Asia gap would turn the other way round! consistently believe that achievement is mainly a product of hard work, while British students often attribute success to JB: How important is the status and pay of teachers as a inherited intelligence, suggests that education and its social component of the education system? context can make a difference in instilling the values that foster Everybody agrees that education is important. But the test success in education. Some of the East Asian countries are also comes when education is weighed against other priorities. good at attracting the most talented teachers into the most chal- How do countries pay their teachers, compared to other high- lenging classrooms. In Europe, Germany has been particularly ly-skilled workers? Would you want your child to be a teacher successful in substantially narrowing the social divide over the rather than a lawyer? How does the media talk about teachers?
10 | The Progressive Conscience INTERVIEW SCHOOLS INTERVIEW
What we’ve learned from PISA is that the leaders in high per- most of the high performing East Asian countries. Conversely, forming systems have convinced their citizens to make choices these countries place most of their emphasis on strengthening that value education, and their future, more than consumption conceptual understanding, an area where the UK is weak. In today. I don’t think this is just about levels of pay, but also these East Asian nations, their students master the fundamen- about career diversity and effective career structures. tal paradigms in mathematics and are then able to extrapolate Alternative pathways can be an element of this and I have from these to solve applied problems. been impressed by Teach First. Every industry needs its inno- vators and game changers and many of the people I have met at Teach First fit that bill perfectly. The challenge will be to invest Leaders in high performing systems have in the professional development of these people and to retain convinced their citizens to make choices that that talent in education. value education, and their future, more than
JB: The UK’s educational performance has stagnated over the consumption today past three PISA assessments. What’s the best way to make improvements? Top school systems also embrace diversity with differen- Raising aspirations will be key. High-performing school sys- tiated instructional practices. They realise that ordinary stu- tems share clear and ambitious standards across the board. dents have extraordinary talents and personalise educational Everyone knows what is required to get a given qualification. experiences without leveling down performance expectations. The PISA results also suggest that there is scope for reviewing Last but not least, world-class school systems strengthen pedagogical approaches. responsibility and capacity at school – something that the UK For example, according to student reports in PISA, the is doing too – and deliver high quality across the entire school dominant problems featured in British math education are system so that every student benefits from excellent learning. ‘word problems’, simple mathematics embedded in complex These education systems tend to align policies and practices situations. When I was a child, I hated this form of mathe- across all aspects of the system, to make them coherent over matics most, because all you had to do is extract the numbers sustained periods of time, and to see that they are consist- and solve the problem. You don’t find that kind of teaching in ently implemented.
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Summer 2014 | 11 WHAT I WISH I COULD HAVE ‘I wish I hadn’t dropped Spanish at the DONE DIFFERENTLY age of 14 because Latin America is one of the WITH MY OWN rising giants of the world.’
EDUCATION Matthew Hancock MP
We asked our contributors what they wish they could change about their own education. Here’s what they told us: ‘I would have made different – and far more informed – choices about the subjects I pursued aged 14 and 16 years old. These choices may have seemed narrower, but they would have supported a richer and deeper experience of studying English Literature at university.’
Annaliese Briggs
12 | The Progressive Conscience ‘I deeply regret not paying ‘I wish I had more ‘I wish I had studied ancient more attention during French. opportunities to learn other Greek, as well as, or instead It is also rather tragic that I languages well.’ of, computer studies.’ never studied Shakespeare at Conor Ryan school – not my choice, but Charlotte Leslie MP that of the school.’
Joseph Musgrave
‘That’s simple: I wish I’d ‘My biggest educational worked harder! I would regret is not making the have benefitted hugely from most of my course at ‘I would have benefited being introduced to the university. I chose the greatly from having an growth mindset and being subject I knew well and was expert to talk to in detail trained to be more resilient good at – history – rather about the variety of career and to persevere. These are than the one I had never options available to someone things I’ve learnt the hard done before but was really with my passions, interests way instead.’ interested in – politics.’ and talents before I chose my GCSEs and when James O’Shaughnessy Duncan O’Leary deciding what A-Levels to study and which universities to apply for.’
Rhian Johns
Summer 2014 | 13 We are passionate about getting young people ready for the workplace. Schools need to be too.
At ICAEW, we help people gain the skills, knowledge and experience to prepare them for the workplace. We do this through our world-class ACA qualification, in collaboration with employers. And we start early, through our schools engagement programme which includes the Business, Accounting and Skills Education (BASE) competition, with 600 school teams. Employers tell us that they need work-ready young people coming into their businesses. Schools must teach pupils how classroom theory can be applied to the workplace and their personal finances. Help the UK compete in the global race by equipping our young people with the skills they need to become the leaders of tomorrow. Find out more at careers.icaew.com or contact [email protected]
BUSINESS WITH CONFIDENCE careers.icaew.com
OTHADV12831-4-The_House_advert.indd 1 21/01/2014 16:10 SCHOOLS
Putting our teachers in charge Charlotte Leslie MP tells us why trusting in the expertise of teachers will get us further than any meddling from above
charlotte leslie is the teachers. The question is, how can we surgeon – an individual who is at the Member of Parliament for turn the balance of power in education top of the field in their practice, and Bristol North West and is a member of the Health on its head to empower our profession- takes responsibility for teaching junior Select Committee als, not our politicians and bureaucrats? practitioners. Qualifying as a doctor is One compelling model comes from seen as the beginning of the journey. What is the one big complaint putting the world of medicine. Whilst far Often, however, gaining qualified off would-be teachers? If they listen from perfect, the royal college system teacher status is seen as more of the end to existing teachers, an answer quickly provides a home for professional of professional development, as endless emerges. The one thing that unites the standards. As the daughter of an lesson plans and the cycle of marking often disparate world of teaching and NHS surgeon, I grew up hearing the homework take over. teachers is the almost universal lament complaints of medics over politicians’ In future, a Royal College of over the extent to which Whitehall lack of understanding of how health Teaching could even take on roles and Westminster have interfered professionals work – but at least a currently performed by the state, such in the classroom over the decades, minister never told my dad how to as curriculum design, by maximising and disempowered teachers of their do a wrist operation. In the medical and building on work currently done professionalism. profession, standards of excellence are by subject associations. Teachers could From a political perspective, developed and owned by organisations specialise within the college, contrib- Secretaries of State have a responsibility like the Royal College of Surgeons. uting to the body of evidence-based to right the wrongs of a system that is Teachers are not so lucky. work on how we can teach better. letting down the pupils for whom they A medical analogy cannot be applied Such an opportunity is a very different are ultimately responsible. But from the exactly to teaching, but it provides a proposition from that which teachers teacher’s perspective, there is a constant way forward which is currently being can currently expect. state of flux as education is tossed on the seized upon by the teaching profession But of course, this cannot come waves of the political fates of ministers. itself – that of building a Royal College from a politician like me. It must come There is little time for any one reform to of Teaching. Such a college would focus from teachers themselves. Membership bed down, to be assessed, and for results solely on evidence-based standards must be voluntary, and the personal to be seen amidst this constant change. of teaching excellence, and take a role and professional development that Worse still, there is little room for entirely separate from that of unions. membership provides must be worth teachers to exercise their professional It would provide a home and a hub for the investment of time and money made expertise. And if this constant change is continuing professional development, by each individual. bad for workforce morale, it is not at all bridging the current gap between An independent commission, led by clear that – whatever the merits of each the work of university academics on the Prince’s Teaching Institute, has individual change – it’s any good for education and hard-pressed classroom drawn up a blueprint of how this might pupils either. teachers with experience of what work. Politicians are starting to sit up T.S. Eliot warns against the folly of works best. and take notice – now we must step trying to “Devise systems so perfect, Such an institution could remove back, sweep the way clear, and unleash that nobody will need to be good.” another barrier to entering teaching the best aspects of professionalism, As a Conservative, I agree. Successful for a talented young person – that of vocation and dedication that our organisations are based on the values, practice-based career development. current teachers can offer, in order to integrity and energy of the people; you Currently, the main route to promotion raise the profession of teaching itself, build a great country by empowering through teaching involves moving away and attract a whole new, talented and its people, not hammering them like from the classroom, to management. aspiring generation to become not mincemeat into a ‘system’. You build a There is no equivalent practice-based simply a workforce feeding a system, great education system by unleashing career ladder which leads to a position but individual professionals of integrity the vocation, talent and energy of analogous to, for example, a consultant and excellence.
Summer 2014 | 15 SCHOOLS
Educating for character Conservatives must lead the charge in bringing character education back into the classroom, says James O’Shaughnessy
However, to really unlock children’s that Conservatives have for the academic james o’shaughnessy is an education entrepreneur and potential we need to go further. We achievement of young people. Former Director of Policy at are on the way to reclaiming academic The story of the KIPP (Knowledge Number 10 Downing Street rigour but that is only half the story. is Power Program) group of charter The classical ideal of education, which schools in the US, whose story is Michael Gove can lay claim to dominated Western civilisation for mil- told by Paul Tough in his book How being the most successful reforming lennia, valued the development of moral Children Succeed, shows why character Education Secretary since Ken Baker, character as much as it did intellectual matters. A group of schools formed to and possibly even Rab Butler, but ability. This was best summed up by get poor, mainly black, urban children some bald facts underline just how Martin Luther King when he said: into college, KIPP found that their far Conservatives still have to go to “Intelligence plus character: that is the no-excuses academic approach was provide every child with the education goal of true education.” phenomenally successful at getting they deserve: one child in four leaves Educating for character has been children into university (up to 10 times primary school unable to read, write as much in retreat as academic rigour, the local average) but not great at and count at the level expected of an if not more so. It has survived in the keeping them there. 11 year old; a student from private independent sector and in some faith Looking back at their data, KIPP school is five times more likely to schools, but is often absent in the found that the best predictor of go to university than one from an secular schools where the majority college graduation was not grades but underprivileged background; and, of young people are educated. The the ability to stick to tasks. This led we are the only OECD country where post-war crisis of adult authority and them to the door of the University of the literacy of 16–24 year olds is no the growth of moral relativism shunted Pennsylvania, and Angela Duckworth better than that of 55–64 year olds. out of classroom practice the idea in particular. Duckworth pioneered We must be restless for further reform, that schools should purposefully and the understanding and measurement of and ruthless in the face of opposition. explicitly develop a range of virtues ‘grit’ in young people, and has shown Progressive teaching philosophies in children. But just as the extreme that this quality – perseverance in the are the cause of the appalling social liberalism of the ‘60s and ‘70s pursuit of long-term goals – is a better educational inequality in England, and is fading and people are rediscovering predictor of success than IQ. She they have dominated our schools for the benefits of traditional norms helped KIPP develop their character decades. As a result, the fundamentals of behaviour, so we should not be growth report card, and KIPP’s of a good education – discipline, surprised that educating for character is co-founder Dave Levin now talks of good behaviour, a knowledge-rich making a comeback. Indeed, parents are ‘character plus academics’ being the curriculum, high expectations – have crying out for it: polling by the Jubilee twin strands of education’s DNA. My dramatically declined. It is only very Centre for Character and Virtues has charity, Floreat Education, is taking recently that the damage done by the shown that 87% of them want schools exactly the same approach with our educational establishment has begun to to educate for both academic excellence goal of developing both virtue and be reversed, thanks to a mixture of top- and character development. knowledge in primary school children. down reform and bottom-up challenges Nobel Prize-winning economist Developing young people’s character from Free Schools and Academies. James Heckman has shown that character virtues is an ancient practice. The So Conservatives are, at last, strengths, sometimes called non-cognitive traditional purpose of moral education reclaiming the right for every child to traits, are skill-like and can be positively – giving children the practical wisdom be introduced to the best that has been influenced with the right instruction. to make good decisions for their own thought and known, to use Matthew Character is not fixed and we can all benefit and the benefit of others – has Arnold’s evocative phrase. This is an become better versions of ourselves. This never been more relevant. Ensuring advance of great significance and it will is a profoundly optimistic view of human schools educate for moral character is transform lives. potential that matches the aspirations the next frontier in school reform.
16 | The Progressive Conscience SCHOOLS
What LGBT students need While this government has made historic changes to LGBT rights, Joseph Musgrave explains that we still have a long way to go in making LGBT children comfortable at school
joseph musgrave helped to change the law to allow same gay. That does not mean we can’t do develop the social media sex marriage. anything. We can begin by building up campaign Out4Marriage and Thankfully, the creative now enjoys the confidence of our young people – was Campaign Spokesman and Parliamentary Liaison for the an incredibly successful, jet-set, career. through sport and other non-academic Freedom to Marry campaign I know because I was the rugby player. activities – and trying to foster the type This story illustrates why of supportive family environment that Is there really any difference between LGBT bullying can be particularly is crucial to being able to withstand bullying – in a general sense – and pernicious. According to the charity bullying. Increasing the level of training LGBT (lesbian, gay, bisexual and Stonewall, there are two key charac- and awareness of issues surrounding transgender) bullying in schools? One teristics of homophobic bullying; it is bullying among teachers, and improv- scenario that I confronted recently has underreported by those bullied and ing systems of reporting, will increase caused me to think deeply about this. teachers are slow in acting to stop it. the trust of children in their ability to Consider the following. Two Although homophobic bullying in report these issues. children, of identical age, attend the schools is common, many students There are specific things around same secondary school in a fairly are afraid to report it for fear of being LGBT issues in education that also need small rural town. One is a county level outed – even if they aren’t, in fact, gay. to be addressed. Sorry, you PC hating rugby player (a promising talent) and Why come forward when it will just bods, but we need a zero tolerance consistently records excellent grades at give the bullies more ammunition? policy regarding the pejorative use of school. Our other mystery character is Many do not risk it. In contrast to the word ‘gay’ (and those like it) in our not academically gifted but is creative, other forms of bullying (like racism, schools and sports pitches. Besides, hard-working and charismatic. Both for example), teachers are less well the English language has many more are gay – the rugby player is in the trained to confront LGBT bullying – exquisite ways to express distaste for closet, his contemporary is not. They some are even unwilling to see it as things. Specific LGBT training for are aged 15. a problem. teachers is equally important, so that Due to relentless bullying for It doesn’t help that homophobic the sensitivities around LGBT issues being gay, our creative begins an ever language is normalised. We frequently are as well understood by them as for increasing rate of truancy. The school hear things referred to as ‘gay’. A small other forms of bullying. Michael Gove calls in the boy, along with his parents, thing perhaps, but imagine you are has taken action to do just this, not to address the problem. However, as holding a secret for years so tightly that least by labelling homophobic language far as the school is concerned, the issue it permeates your life. Then imagine as “medieval.” is the truancy. They blanch when the that casual references to that secret Thankfully, society is broadly onside father of the boy declares that he is fully are always equated with being bad or – and it is to civil society, rather than to supportive of his son being out and substandard. Children are impression- government action, that we should explains his son’s absence is the school’s able and hearing this sort of language ultimately look if LGBT bullying is to fault for not addressing the bullying. discourages them, if they are gay, from be eliminated. More and more children Nothing productive comes from the being comfortable discussing it as they are growing up with openly gay family meeting and, shortly thereafter, the boy get older. friends, friends of theirs are coming out drops out of school with no Standard For all that, we are not going to at school and they are more likely to Grades (GCSE equivalents) as a result. stop bullying. That includes being have openly gay role models. With Our rugby player goes on to captain bullied for being short, tall, thin, more effort, and the inexorable march the school team, attends one of the fat, blue eyed, brown eyed, having a of time, I am optimistic the story of the United Kingdom’s best universities and prominent Adam’s apple, being rubbish rugby player and the creative will be is involved in a nationwide campaign at sport, good at exams or for being a relic of the past.
Summer 2014 | 17 POST-16 APPRENTICESHIPS
A new era for apprenticeships Minister of State for Business, Enterprise and Energy Matthew Hancock MP tells us about the importance of apprenticeships and how Conservatives are increasing their quality and quantity
to become the prestigious competitor to The government cannot take all the matthew hancock is the Member of Parliament university places. credit for this achievement. Employers for West Suffolk & Minister of Increasing the quality of education have been fundamental in making State for Business, Enterprise in schools in turn increases the skills apprenticeships work. Employers have and Energy of people in the work place and helps been given the freedom to decide what We are in an exciting era for secure a better future for employer and training best suits their needs so that apprenticeships. For the first time in employee. We are reforming vocational apprenticeships provide practical value years, apprenticeships are being seen as education to improve the vital links to both the company and the appren- a route to a brighter future. between schools and businesses. tice. Apprenticeships are becoming Conservatives can be proud of what The quality of vocational training is more and more employer led and we have achieved under this govern- fundamental to easing the transition employer designed, as they should be. ment with respect to the expansion between school and the workplace. Employers are in the driving seat and improvement of apprenticeships. That is why we are constantly driving and the extra £25 million we have We care about spreading opportunity up the quality of apprenticeships. given them, as part of the appren- and supporting everyone to reach The standard of apprenticeships ticeship fund, will help businesses their full potential and that is why under the last government was unac- take the lead in improving training we are radically reforming practical ceptable; many lasted only 6 months for new employees. Apprenticeship apprenticeships and making them the or less, only half of the apprenticeships courses are approved and respected by new norm for young people. available reported receiving off-the-job employers guaranteeing their labour To bridge the artificial gap between training and lots of the ‘programme market value. vocational and academic learning we led’ apprenticeships didn’t even provide While we strive to bridge the are ensuring no child finishes school access to a real employer. gap between university degrees and without the basic numeracy and literacy But we are changing things for the apprenticeships, to put them on a skills they need to succeed. Too many better. We will ensure that apprentice- level playing field as a choice for the young people leave full time education ships are valued as highly as university future, we are also bringing them closer ill-equipped for the work place. and both are seen as equally valuable together by funding £20 million extra Under the new educational reforms, ways of achieving a brighter future. for degree level apprenticeships. students who fail GCSE maths and We have already taken several This additional funding has already English will no longer be side-lined, but concrete steps towards an improved helped many small businesses across the instead they will continue studying to system of apprenticeships. We have UK to employ their first apprentices. achieve a good level of qualification. scrapped 172,000 short duration Young people can now opt for a Both employers offering apprentice- apprenticeships since 2010 and we university degree, an apprenticeship or ships and universities offering degrees are ensuring that all apprenticeships a combination of both. We are putting expect a decent grasp of maths and now last for at least 12 months, education and employment side by side English. We must not let students slip giving employers a chance to provide to create the best possible opportunities through the net of achievement because meaningful on-the-job training. for young people. they struggle with their numeracy and While screening out the lower quality By raising standards in schools, literacy the first time round. apprenticeships and insisting on high making learning more rigorous and The next step is to ensure that quality across the board, we have still responsive to employers, we are driving apprenticeships are not the second-class managed to create 1.6 million new a culture change in education that option for young people; they must not apprenticeship starts since 2010. It is harnesses vocational learning at its be seen as the last resort of those who not only about the quantity, but the heart, hand in hand with university have not achieved academically. Instead, quality of the apprenticeships and degrees to ensure a brighter future we are putting apprenticeships on track we are succeeding in driving up both. for all.
18 | The Progressive Conscience APPRENTICESHIPS POST-16 LINKING WITH BUSINESS
Mind the gap
between education rhian johns is Director of Policy and Campaigns at Impetus – The Private and unemployment Equity Foundation If education is failing to prepare students for employment, who better than employers to explain what they need? Rhian Johns describes how to bring businesses into the education mix
Two topics often make the headlines of late – the UK edu- and higher levels. A young person’s ability to transition cation system and youth unemployment. It’s no coincidence successfully into the labour market is heavily influenced by that these should both make the news simultaneously, yet the where they live and the qualifications they achieve whilst in intrinsic link between them is rarely made. education. The provision of comprehensive careers informa- Thirty years ago the majority of young school leavers tion to students while they are still in school is therefore the began their working life in manufacturing and elementary best place to start. occupations. Employers were prepared to train young people and had low expectations for their skill level on joining. Fast-forward thirty years and the youth labour market has More integration is required at a local level, changed dramatically. The majority of school leavers’ first particularly between schools and the local jobs are in the service sector and employers expect them to be business community ‘job ready’ from day one. The education system has not kept pace with this dramatic shift. Whether or not we believe it is the primary role of education to produce workers, failing to At present, we are failing to link up our education and labour ensure that young people leave education with the basic skills market policies, and we therefore risk future generations of out and qualifications necessary to find and keep work puts not of work youth. 604,441 children were born in the year 2000, only their individual chances of career success at risk but also and our recent research shows that 120,888 will become NEET has profound consequences for the rest of society. (Not in Education, Employment or Training) as a result of not The UK has close to one million young unemployed. Up making the transition from education into employment. This is and down the country, however, rates of unemployment are not inevitable, but we must act fast. The millennium kids turn not evenly distributed. Many of the places currently expe- fourteen this year, a crucial age in their school career, when their riencing the highest levels of youth unemployment are the choice of which GCSEs or other qualifications to study will same places that have experienced economic difficulties for directly affect their future career success. Having quality careers some time. In London the disparities are stark, with some guidance before this important decision is made is critical. boroughs seeing youth unemployment rates of 9% and others The statutory duty for securing independent careers infor- 26%. It is tempting to conclude that we must put all of our mation, advice and guidance rests with schools, however a efforts into tackling youth unemployment in cities such as recent Ofsted report shows that three quarters of schools have Middlesbrough, Barnsley and Glasgow (all have rates over inadequate provision. The new statutory guidelines for Careers 25%) and ignore those cities with comparatively low levels Guidance recognises the crucial role played by school governors such as Southampton, York and Cambridge (all have rates but I’d suggest going a step further and call for all schools to below 13%). When compared to Germany, however, where appoint a Local Business Governor: someone who takes unique the youth unemployment rate is just 8.6%, the UK’s disparity responsibility for making links with the local business com- is not between high and low levels; rather it’s between high munity and for providing up-to-date local labour market >>
Summer 2014 | 19 POST-16 LINKING WITH BUSINESS
>> information to the school. Many businesses acknowledge better co-ordination is necessary. Impetus – The Private Equity that responsibility for developing employable skills cannot rest Foundation are calling for a ‘time-limited’ Secretary of State for solely with schools and they are willing to work with schools School to Work Transitions, responsible for co-ordinating and support young people by giving careers talks, work taster efforts across Whitehall and Westminster, ensuring there are days and work experience. It’s about making links and con- clear pathways to employment for all young people, with fur- nections and constantly striving to improve. For those at risk, ther development of quality apprenticeships and traineeships, this must be face-to-face and focused on progression planning including in those industries that employ large numbers of low – developing high aspirations and a realistic plan for achieving skilled young people such as retail, health and social care. A them. Being employable is not just about getting a job, but about national response alone is not enough. More integration is holding down a job and progressing in a meaningful career. required at a local level, particularly between schools and the TThe old proverb that ‘it takes a community to raise a child’ local business community, with a focus on giving students the has never been more true. No one government department, information they need to effectively link their education to the school or business can tackle youth unemployment alone, and start of their careers.
20 | The Progressive Conscience LINKING WITH BUSINESS POST-16 HIGHER EDUCATION
Skin in the game Duncan O’Leary tells us what education has in common with banking, and what lessons educators can learn from recent financial reforms
There is potential to apply ‘skin in duncan o’leary is the game’ as a regulatory principle in Research Director at Demos other areas. Rating agencies, which also played a high profile role during the economic crisis, are one such Why is it that regulation often feels example. Products with AAA ratings both burdensome and ineffective at the proved to be far less safe than their same time? Perhaps the answer is that ratings suggested, costing investors and we have been doing it wrong. ultimately the taxpayer too. Would this In the aftermath of scandals, or have happened if fees depended, in part, crises, there are often calls for more upon the accuracy of ratings? In future, regulatory ‘oversight’. From banking a fixed percentage of the fee for rating to pensions policy, regulators are a bond could be held back until the blamed for not keeping a close enough moment that the bond reaches maturity, eye on the industries they are sup- with payments made if the rating was posed to be policing. But behind this is sufficiently accurate. the assumption that regulators will be Beyond regulation, ‘skin in the able to establish an accurate picture of game’ could also become a tool for what each company is doing, let alone public service reform. For example, what it ought to be doing. Sometimes universities are routinely critised for simple standards can be set, but this is offering courses that do not enhance not easy in complex markets involving the job prospects of the students who publish ‘destination data’ for school-age many companies and countless sign up for them. Such criticism is often pupils. The Student Loans Company transactions. followed by a call for the government has a wealth of data on the subsequent US legislators have been experi- to get a ‘grip’ on which courses should earnings and employment records of menting with a different approach. receive government funding and which students from higher education courses Following the financial crisis, the should not. across the country. Publishing this data Dodd–Frank Wall Street Reform Act A smarter approach would be to give set would be another way of giving specifies that banks must keep 5 per universities a much bigger stake in their universities a much stronger incentive cent of every mortgage loan on their students’ future success. For example, to ensure that students leave their balance sheets – the so-called ‘skin in if universities were obliged to provide institution with the right kinds of skills the game rule’. even a small percentage of the money and support to make the transition The value of the rule is that lenders lent to students through student loans, from education into work. are held more accountable for their rather than students borrowing 100 The skin in the game principle works decisions: the incentive is to focus not per cent of their loan from the Student by reforming the incentives rather than just on whether a loan can be sold on, Loans Company, universities’ income expecting either policymakers or in secondary debt markets, but also would be tied to students’ future regulators to be all-knowing or whether the borrower will actually be earnings. Alternatively, the cost of all-powerful. In doing so it seeks to able to pay it back. By preventing banks written-off loans could be covered by align risk and reward – or power and for passing all the liability for a loan individual universities, as the Director responsibility – but without the onto others, ‘skin in the game’ gives of Bright Blue, Ryan Shorthouse, bureaucracy that traditional models of regulation some teeth. But crucially has suggested. policymaking can bring. As a principle it does so by realigning incentives, To bolster this effort, more could for either the reform of public services not expecting regulators to oversee be done to inform student decision or private marketplaces, that’s not a bad everything a bank does. making – building on the moves to place to start.
Summer 2014 | 21 POST-16 HIGHER EDUCATION
Giving students what they want Sonia Sodha describes how we can give students the information they need to decide their own future
to almost all (94.3%) at University of students navigating this process. sonia sodha is the Head of St Andrews. Which? University pulls together a Public Services and Consumer Despite these differences, only one mix of comparable data and student Rights Policy at Which? third of students applying to University reviews in an accessible format which had considered factors such as who has already proven to be popular with When the government introduced its was doing the teaching and just one students, receiving nearly 4 million new higher education funding regime fifth had investigated the size of the visits since launch. in 2011, it hoped that, armed with teaching groups. Prospective students also need information and faced with higher fees, These gaps in students’ research have advice about how to interpret students would become more engaged predictable consequences. One third of information about universities and what in deciding where to go to university students surveyed said that they might it means for them. It’s concerning that and more demanding about the quality or would have chosen a different course there has been a reduction in funding of their learning experience. Three years if they knew at the time of application for advice to students faced with these later, the results are mixed. what they do now about their academic decisions, with responsibility for Our research at Which? has shown experience. Ultimately, one in three delivery moving from local authorities that the number one reason students students paying higher fees in the new to schools. A damning report by Ofsted give for applying to university is regime say they feel their course is poor found that three quarters of schools employment outcomes. Nonetheless, value for money. were failing to implement their new just 38 per cent of prospective students We need to increase the quality, duty to deliver advice. research employment performance quantity, and availability of information The Government has recently data at the time of making their choice. about universities, and ensure that announced new reforms to lift the cap This is despite the fact that there are students have the resources to access on student numbers in 2015 to help important differences in what’s on offer and understand this information. meet demand and give students greater for some very similar price tags, and The Government introduced the choice over where they take their among comparable institutions. Key Information Set a few years ago, money. This could lead to more There’s also considerable variation in providing a set of comparable and core competition, but there are also risks: the nature of the academic experience. data points about different courses. more alternative providers are likely to A recent analysis conducted by This is a significant step forward, but enter the market, and they are not Which? found that students studying the information it draws on is limited covered by all aspects of the existing Psychology could expect to benefit in places. Information on graduate regulatory regime. And in a more from anywhere between just over outcomes is based on outcomes six competitive context, universities may 7 hrs of teaching per week at the months post-graduation, which is too well choose to simply spend more on University of Reading to just under 14 soon a point in time to assess success. marketing rather than improving hours at the University of Glasgow. Instead, students need access to longer- quality: this has been an issue in the US, And although students value teaching term data on earnings. When it comes where there are many more private time in small groups, business and to teaching, the information is limited providers, some of which have been management students at the University to the proportion of time in scheduled accused of making misleading claims. of Bath spent less than two in every teaching versus private study, rather The lifting of the cap makes it even 10 hours in small groups, compared than the actual number of teaching more important that better information to six in every 10 hours at Leeds hours, or what this consists of – lecture, and advice is made available. But it also Metropolitan University. We also found tutorial or seminar – meaning it is very requires reform of the regulatory variation in the proportion of hours difficult for students to get an accurate regime to ensure all providers are led by an academic member of staff picture of what’s on offer. covered, and students are protected from around half (58.7%) for history This is why Which? launched a regardless of whether they’re studying students at University of Cambridge website in September 2012 to support at a public or private institution.
22 | The Progressive Conscience Individual power and potential Thirteen million Britons are in poverty, the majority of which are in low paid work. Especially when fiscal resources are increasingly constrained, Bright Blue will be exploring and devising credible and imaginative approaches to improve our welfare and education systems to ensure greater individual and national prosperity.
Security and prosperity in the globalised world The globalised, capitalist economy has increased living standards and opportunities for millions. But the composition of communities has changed, sometimes rapidly, and pressures on our resources and environment have mounted. Bright Blue will be suggesting ways to find a better balance between maximising the benefits and addressing the challenges of globalisation – such as immigration, environmental degradation and resource scarcity – to build stable societies and sustainable economies.
The future of conservatism Across the western world, societies are becoming more ethnically diverse and socially liberal. Bright Blue will be looking at how conservatism can modernise to remain compelling and inspiring in RESEARCH THEMES liberal democracies. Agents of growth The power of mid-sized businesses
The UK mid-market is a vibrant and dynamic business segment, often overlooked by policy makers, yet it plays a pivotal role in the growth of the UK economy.
5.4% MSBs
1.6% 34,100 Large -0.9% MSBs SMEs in the UK in 2013 4.2 million people employed by MSBs Growth in number of businesses 2007-2013 Compared to just 3,180 large corporates 124,000 jobs created in 2012-13 1.1 million SMEs 500,000 more jobs by 2020 MSBs are growing
The average age of MSBs MSBs contributed
Large £270 billion ates corpor ty to the UK economy However productivity is lower product ivi in the UK than in some £169,000 that’s equivalent leading EU countries SMEs in size to... produc tivity 5% £128, 7. over 000 tal turn MSBs to th in productivity per grow £108bn employee 2013 £158bn £171,000 + real financial MSBs estate services €373,000 annual Ireland €310,000 turn £7 over Austria €273,000 12 billion France €235,000 €226,000 Germany UK
Find out the rest of the story on our microsite. Read insights into UK mid-sized businesses and our recommendations to Government on how they can support these businesses unlock their potential for growth: www.grant-thornton.co.uk/Agents-of-growth