A new comprehensive vision for education

The three parties are united behind a failed education consensus. We need a new system that promotes cooperation, not competition.

Coalitions don’t just have to be about government – they can be about ideas too. What is perplexing about British politics is that you find groups in each of the main parties saying pretty much the same thing. Nowhere is this more true than education. A coalition, predating the general election of 2010, dominates British education. No one voted for it or sanctioned it, and I suspect few want it. It is a coalition born of the 1980s and today it is represented by Michael Gove, Andrew Adonis and David Laws. It needs to be understood and trumped by a more radical, progressive and hopeful education coalition.

The puzzle of this cross-party coalition of ideology finds clarity in its evidential failure. The power of the coalition is that it served the dominant political economy of neo-liberalism. People would be shaped on a learn-to-earn consumer treadmill, thus enabling them to compete and shop in a global economy. Aspiration would be narrowly defined and individually attained. If you could climb the ladder and if you wanted to climb it badly enough, then the world was yours. Bad luck was just another way of saying you weren’t trying hard enough. But this meritocratic promise is fast breaking down. Today, even if you learn hard, work harder and play by the rules there is no guarantee of success. Instead, a generation is being laid to waste because, as we now all know, "there is a flaw in the model". The desire industry speeds up the turning of wants into needs – but this flawed economy is destroying the ability to pay. Given this rupture between the neo-liberal promise and the lived reality of millions of children and their parents – what now is the purpose of education? Indeed, why go to school?

The answer starts with Einstein who warned us "we cannot solve our problems with the same thinking we used when we created them". Next comes the recognition that we cannot view education in isolation to the economic, social and political culture in which the system fits. As such, education plays an almost unique role, not just a big part of the means by which society reproduces itself, but a platform from which society can actually transform itself. Thus, we have to understand education as a paradoxical entity, as both in-and-against the still dominant discourse of free market ideology. But given the objective failure of neo-liberalism and, therefore, of the educational consensus that flowed to it and from it, the onus must now be to come up with alternative – a new consensus for education in a good society.  

That of course will not be easy, although it is reassuring to remember that the majority always started out as a minority and that only from small acorns do great oaks grow. And let’s build on that thought by briefly stating what we don’t think education should be about and, therefore, how it must not be run. If it’s not about the production of addicted consumers, then the basis of educational production should not be consumerised or marketised. Likewise, if we think that everyone who has a stake in the education system should also have a voice in the creation of the education system then we can kick largely into touch the old bureaucratic model of the mid decades of the last century. As Simon Jenkins has written recently, "Britain’s economy is in a mess not for a lack of maths but for a lack of ethics and common sense. Being top of the world in science did not save the Soviet Union from collapse … the academic terrorism of tests and league tables has made Gradgrinds rote-learning seem almost liberal".  While heads, teachers and inspectors tick the boxes of the standards regime there is a growing hole in the heart of our education system – a hole in which empathy, compassion, responsibility, creativity and the enduring and genuine identity formation of the young people of our country is squeezed out.

Once we have dispensed with the market and the target, or to put it another way, the Soviet Union and G4S, as the models for educational production where does that leave us? Well that depends on what we think education is for. The work and thinking of the Compass Education Group has resulted in a rather simple, and dare I say, rather beautiful rationale for the billions we pump into education, and it is this: our education system is there to help us learn to live and collaborate together. It is the prime collective means by which we are socialised. And as such, its focus is relational, emotional and human. And if, as they should be, means and ends are to be united, then the way our education system functions should be relational, emotional and human. This "learning to live together" is the most precious gift we can bestow on young people. The art of life is to know how to live it with others. If, at the most basic, our core belief is that we should treat others as we would have them treat us, then our schooling system must, above all, teach us exactly that.  

Of course, we have to burden this fragile but wonderful structure with more capability and qualifications needs but if the essence is to produce citizens, rather than consumers, or their flip side, worker ants, then what is the model of a new educational consensus?  We cannot go on as we are, neither can we go back to some 1960s comprehensive nirvana. Instead, we are going to have to explore a new comprehensive vision – it will be challenging and difficult.

The focus for this new comprehensive vision will not be the solitary school, but the local area. The challenge of the future is how schools and local institutions collaborate to ensure everyone learns about their life in common and that through a cooperative local system all maximise their potential and their capabilities. The building block will be the formation of local stakeholders Educational Boards that could be indirectly or directly elected. They must include parents in the recognition that we cannot outsource the socialization of our children to either the market or the bureaucracy.  If we do then our children will suffer. Parents, alongside professionals, local politicians, the community, business and other interests, have to play a role in shaping and determining local collaboration, not least the localisation of inspection and standards. And instead of league tables that can be gamed, local democratic accountability would provide a much more effective spur for continuous improvement and innovation.

Such a democratic educationalism cannot just be argued for on intrinsic reasons alone but the instrumental case too - we get better outcomes through democratic participation and engagement than we do from the machine or the market. Trusting people is better than either imposing decisions on them or forcing them to compete. Their buy-in and the co-production of services between users and workers locks in organic initiative and enterprise. These ideas are going with the flow of economic development, even in a period of neo-liberalism – more networked, more localised and more innovation based.  

Seen in the global context of a growing relevance of relational and democratic ideas, all of a sudden it becomes our school and our area and our commitment to both improves outputs in ways competition and instruction never can.  Democracy is not easy or quick, but is the only way to come up with solutions that are embedded and enduring. And such a move would break the strange-hold of Whitehall – a blow not just to the control freaks, but also the neo-liberals. The free market always requires a strong state to usher in privatisation.

Of course, central government will have a role, not least in funding. And professionalism must be recognised, encouraged, respected and rewarded. As Melissa Benn wrote recently, "for Adonis and Gove all that stands in the way of a child on free schools meals and King's College Cambridge is a militant, clock watching member of the NUT". A good education cannot be built with teachers as the enemy but, rather, along with parents and other stakeholders, as one of the prime forces to improve performance.

This new comprehensive vision will have to be supported by more specific educational strategies – for example, it should be underpinned by a common curriculum and a unified qualifications framework. This means not a divide and conquer Bacc of academic and technical varieties, but a unified Bacc that dusts down the Tomlinson report, which recommended the end of the academic divide and radically updates it. Finally, further and higher education need to be merged around a new educational entitlement that ends any notion of up-front fees and charges. Such a comprehensive and unified structure can be the only basis of a truly one nation politics. Indeed, I think we say that one nation starts in the classroom.

Conversely, government should do nothing to support division and competition within the education system, anything that tears people apart,  rather that drives them together. Private schools should no longer receive tax breaks. Andrew Adonis’s aspiration for private schools to back academies and free schools to level up opportunities and standards is at best a naïve category error which fails to recognise the reason why parents pay thousands in fees each year – to buy an advantage over the state system. As charitable status must go, so the 11-plus must be phased out.

A new comprehensive vision and new education coalition will not emerge solely from Labour because it paved the way for much of the Gove agenda. What we are witnessing is its logical conclusion. Instead, the braver elements of the Labour Party must make common cause with social liberals, parents, localists, businesses, vocationalists, the teaching unions and other professional groups to develop, flesh out and popularise this new vision. We can learn from the best practice in Canada and Finland, but we must build a distinctly English model of this new vision. Time is of the essence.

The goal of our education system cannot be to produce more hedge fund managers that carve up the country in their interest, divide the few from the many and then wreck everything we hold dear. The failure of that economic system means the end of the education system that flowed from it. It is time for something new and something better.  

The Compass Education Group's conference to discuss and debate "a new comprehensive vision" is on 8 December at the TUC in London. Speakers include Jon Cruddas MP, who is chairing Labour’s Policy Review and Mary Bousted from the ATL

Neal Lawson's column appears weekly on The Staggers

Pupils wait for school buses in the playground. Photograph: Getty Images.

Neal Lawson is chair of the pressure group Compass and author of the book All Consuming.

Flickr/Nic Gould
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Why haven't we heard more about the allegations of Tory election fraud?

Police and prosecutors have joined a probe into election fraud allegations that could erase the Tory majority.

The facts

The Conservative Party is facing accusations of breaking election spending rules during its 2015 campaign. Following a Channel 4 investigation, it has admitted to failing to declare more than £38,000 of expenses, money it says was spent on accommodation for Tory activists.

It’s up to the Electoral Commission, which met this week with prosecutors and police forces, to decide whether or not to launch criminal investigations into this spending.

Allegations that the money benefited campaigns in individual seats have put the Tories in hot water – they may have illegally exceeded the constituency-specific spending limit. Making a false spending declaration in an election carries a punishment of up to a year in prison and/or an unlimited fine, and anyone found guilty is also barred from running in a general election or holding any elected office for three years.

But the party claims that, as the money was spent on “BattleBus” activists who were driving around the country, it counts as national spending from HQ, rather than being part of individual candidates’ spending.

The Electoral Commission, Crown Prosecution Service and representatives of 15 police forces met this week to discuss the claims. This has resulted in extra time being allowed (an extension on the 12 months allowed under the Representation of the People Act) for relevant police forces to decide what action to take.

Up to 29 Conservative candidates are thought to have benefitted from “BattleBus” campaigning, many of whom were fighting marginal seats.

As Channel 4’s Michael Crick reported yesterday:

“It will be interesting to see if they actually start naming constituencies where they think offences may have occurred. That would then put elected MPs, Conservative MPs, in the frame.

“And indeed, if they were to look at all the constituencies that we’ve been making allegations about over the last few months, it could actually endanger the government’s majority in the House of Commons.”

The conspiracy claims

So why haven’t we heard about this? It undermines the credibility of the entire Tory general election campaign. The claims could even constitute a scandal that would trigger by-elections across the country and potentially erase the Tory majority. The Tories have a working majority of 18, so if they lost in 18 by-elections (were at least 18 MPs to be found guilty), then they would lose their majority.

Some, particularly online leftwing voices, have accused the media of conspiring not to cover this story. Our rightwing press and the cowardly BBC, they argue, are ignoring a story that could potentially call the Conservative general election victory into question.

Anger about this story being low on the political agenda is understandable. It hasn’t been prominent, considering it could result in prosecutions (indeed, the Devon and Cornwall police force is reportedly already investigating, following its meeting with the Electoral Commission). And if, say, The Sun were a left-leaning paper, it probably would have framed it in a dramatic way that would have grabbed readers’ attention.

But there isn’t a media conspiracy of silence. BBC News has been covering developments since the beginning of the year, including similar claims about 2014 by-elections, and Grant Shapps MP (Conservative chairman during the election) was hauled onto the BBC Daily Politics sofa to respond to the allegations. And the BBC’s Today programme put the allegations to Communities & Local Government Secretary Greg Clark this morning. Channel 4 News has been investigating the story, and breaking developments, from the start. The Mirror has done a big investigation into each of the MPs’ campaigns that have been accused. And all of the main papers have published news reports on the story.

The reason it may seem like silence, or lack of due prominence, is because this is an ongoing investigation. So far there have been no arrests, and the allegations remain just that: allegations. Care is required by media organisations not to falsely accuse anyone of criminal activity. And, pushed by journalists, the Conservatives have given their side of the story, so we’re not going to get a great deal more from them. Now it’s up to police forces to decide to take action.

So far, the only things to report on have been what would and would not count as a breach of electoral law (rather a dry subject), and whether or not the Electoral Commission would achieve an extension on the time allowed by law for investigating (also somewhat technical). And, however dull, these things have been reported. They may not have been shared a huge amount online, or bounced to the top of “most-read” boxes – but this is because readers aren’t usually that interested in the ins and outs of the Representation of the People Act, no matter how much those who want this government toppled wish they were.

Anoosh Chakelian is deputy web editor at the New Statesman.