Not everyone who disagrees with Gove is a "wrecker" or an "enemy of promise"

The Education Secretary’s combative methods are going to result in bad policy. His them-and-us style is alienating the middle ground and polarising the debate.


You know who I hate? Children. Little bastards, with their snot and their questions and their boundless curiosity about the world. You know what I'd do, if it were up to me? I'd thwart them. Seriously, I'd thwart the bloody lot of them. I’d deprive them of vital general knowledge, not teach them to add up or spell, and we'll see who's laughing then, eh?

Except, obviously I don't think that. Because no one thinks that. Until yesterday, I didn't think it was even possible to un-self-consciously use the word "thwart" unless you were a character in The Lord of the Rings.

Our education secretary, though, thinks otherwise. In yesterday's Mail on Sunday defence of his plans to reform the national curriculum, arguing that "millions of talented young people  [are] being denied the opportunity to succeed... Far too many are having their potential thwarted by the Enemies of Promise.”

Who are these enemies, I hear you ask? They are the education establishment, a nebulous mixture of Marxist academics, lefty teachers unions, Brownite apologists and orcs, which is trying to block the coalition's brave crusade to raise standards in our schools. "There are still a tiny minority of teachers," Gove explains solemnly, "who see themselves as part of The Blob and have enlisted as Enemies Of Promise.” This is an actual sentence in an article credited to the secretary of state.

The trigger for this latest offensive against the dark forces on all sides was this letter in the Independent . Signed by 100 academics, it argues that the new curriculum is a bit on the narrow side, and will drive schools to prioritise rote-learning over critical thinking. Read after Gove’s response, the letter in question frankly comes as a bit of a disappointment.

I'm not a curriculum expert. My only experience of teaching was 18 months attempting to tutor a succession of teenage boys, all of whom sacked me, so I'm not going to attempt to defend either the new National Curriculum or its predecessor. For all I know the academics are talking rubbish, and Gove's version is by far the superior (although the fact it features the heptarchy, which I’m fairly sure was debunked years ago, gives me some pause for thought).

So let’s leave aside who’s right, and consider the tone of the two pieces of writing. The academics’ letter is staid and considered, and while it's clearly based on opinion as much as fact, the opinions in question are about policy, not about those who make it. Gove's article, by contrast, is hysterical and combative and assumes that anyone who doesn't agree with him is a subversive element that needs to be utterly crushed. In the Gove-ite view of the universe, you're either with him or against him. It's the sort of education policy document one might get from Pope Urban II.

Does this matter? If Gove is right – and I can't say for certain that he's not – then does the tone he uses to make his case really make any difference?

It does, for two reasons. The first is that it alienates the middle ground. There are those (I am one) who agree with Gove's aims, but are unconvinced by his methods. Every time he lumps us all together as nothing more than a bunch of Trots, it makes us less willing to listen, and less content to offer the benefit of the doubt. In other words, Gove’s endless rhetoric about the implacable enemies of reform is creating the very monolithic establishment that he claims he’s out to destroy. Just consider the cognitive dissonance required to write the line "Stephen Twigg chose to side with the Marxists" to see what I mean.

But there’s a more important reason why the them-and-us routine is A Bad Thing: it leads to bad policy.

There are problems with a number of coalition schools policies. Questions over how you scale up good academy chains while clamping down on weak ones; over how to find buildings for new schools; over how we’re going to find a quarter of a million extra school places by this September. All these problems have been looming for a while.

So why have they not been addressed? Because, one suspects, that those who pointed them out were instantly dismissed as wreckers and enemies of promise. By questioning the government, they instantly showed themselves to be another part of the Blob. I can’t help but thinking that, if Gove was more open to criticism, he’d be more likely to spot when he’d made a mistake.

Michael Gove. Photograph: Getty Images

Jonn Elledge is the editor of the New Statesman's sister site CityMetric. He is on Twitter, far too much, as @JonnElledge.

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Industrial Strategy: Ensuring digital skills are included

The opportunities for efficiency, adaptability and growth offered by digital skills have never been so important to British businesses. The New Statesman asked a panel of experts, including Digital Minister Matt Hancock, Tinder Foundation CEO Helen Milner, Tech City CEO Gerard Grech and Google Policy Manager Katie O’Donovan, to pinpoint the weak spots and the opportunities for a smarter digital skills strategy.

British people spend more per capita online than any other country in the developed world. With 82 per cent of adults using the internet on a daily basis and more than 20 per cent of retail sales taking place online, it would appear that most British businesses are digitally capable. A closer look, however, reveals a significant digital skills gap between larger companies and the small businesses that make up 60 per cent of the private sector – comprising a workforce of over 15 million people, with a turnover in excess of £1.6trillion. Of these small enterprises, a third don’t have a website and more than half are unable to sell goods online. So, are digital skills taking priority in the government’s industrial strategy?

Matt Hancock, Minister of State for Digital and Culture, said digital education from an early age will be a cross-party objective for years to come: “We’re making some progress on this, and one of the most exciting things we did in the last parliament was to put coding into the curriculum from age eight. We’ve recognised that there are down-the-track requirements for digital skills, as much as with English and Maths, and we’ve got a huge array of initiatives to corral the enthusiasm for digital and make sure that it is best used.”

Hancock added that participation in the digital economy is important at every level of business and society: “I can group the facts and figures; 23 per cent of people currently lack basic digital skills, and about 90 per cent of new jobs now need some form of them. I think that what we’ve learnt following the Brexit vote is that the need to engage everybody is more demonstrable than ever before. This is a very important part of the Prime Minister’s agenda, and wider digital engagement is a key part of the broader issue to make an economy that works for everyone.” 

It is this wider opportunity to access and education that forms the bedrock of a new partnership between Google and the Tinder Foundation, aiming to deliver digital skills training to those in society who are most in need. Cue the Digital Garage. The project sees community organisations across the country provide skills support to small businesses, sole traders and indviduals, helping them to make the most of their resources.

Katie O’Donovan, Policy Manager at Google, explained: “Google has a longstanding commitment to train 250,000 people across the UK in digital skills. Since launching the Digital Garage in 2015 we’ve provided mentoring and digital skills training in Leeds, Manchester, Birmingham, Newcastle and Glasgow.  But as the UK faces a new chapter we want to ensure, whether you’re a student looking for your first job, a small business looking to attract new customers or a musician looking to promote your music, the right digital skills are freely available in your local community.

Tinder Foundation CEO Helen Milner recognised that a wider proliferation of digital skills would release a surprising amount of value into the economy. “Some of our research showed that every £1 invested in growing people’s basic digital skills put £10 back into the economy. But it’s not enough to save money - you’ve got to show how you can make money out of it as well.”    

The Labour MP for Aberavon, Stephen Kinnock, has seen at first hand the benefits of support for digital skills, and welcomes opportunities for partnership in his constituency. The shift from manufacturing, he accepts, needs direction and following the depletion of his local steel works he views digitisation as “the only way forward.” Kinnock added that exciting projects such as the Swansea bay region or ‘internet coast’ becoming a testbed for 5G could serve to re-energise communities which are in many ways in a state of decline. Kinnock said: “I’m absolutely delighted that we’re going to have pop-up versions of the Digital Garage in Port Talbot.”

CEO for TeenTech Maggie Philbin, meanwhile, stressed that digital education at school level must be taught through the lens of practical application. She warned: “Many young people aren’t greeted by any coherent messaging in school, so they don’t see why they’d need digital skills in the workplace. We’ve got to start getting a better message across and improve the opportunities for actual work experience that harnesses these skills.”

Karen Price, CEO at The Tech Partnership shares this view. For Price, adapting apprenticeships to incorporate digital skills will help to inspire a culture of innovation. She suggested that “if that's part of an apprenticeship that could be polished to use in a business environment, you'd have a digitally capable young person who could probably move that business on in a different way.”

Nick Williams, Consumer Digital Director for Lloyds Banking Group, views improving people’s digital skills as a matter of urgency and brought up research conducted by the company’s new Business Digital Index for 2016 which found that 38 per cent of small businesses and 49 per cent of charities are currently lacking digital maturity. “It’s no longer a matter of choice,” Williams said, “for organisations to survive, we must focus on a digital message.  Technology’s moved on and people just haven’t kept up. We have to show how these new skills can translate to greater productivity. Ability and access are the two variables to address. We are on the brink of going down the route of a digital divide – those who are capable and those who aren’t – and we’ve got to stop that.”

Rachel Neaman, Director of Skills and Partnerships at Doteveryone, was quick to pick up on this point. She warned that any digital training must not simply be for future generations’ benefit, but also be afforded to those already in work. “What are we doing for the people who currently lack these skills? How do we stop people from being left behind?” Neaman called for an “equal emphasis” on updating and upgrading the existing workforce. Julian David, the CEO at Tech UK, was also keen to highlight that digitisation is “an ongoing process” and therefore “retraining” at regular intervals is needed to cope with a continually evolving demand.

While Hancock spoke of a “unit-based standard learning system”, similar to that used in American schools, to help apply digital skills training where it is most appropriate, IPPR North researcher Jack Hunter said there were real opportunities to be grasped in the coming devolution agenda: “The new mayors that are coming in next year to drive the agenda and economic growth are going to be getting a lot more funding around a variety of different skills streams that feed directly into the digital programme.”

The panel agreed that the digital divide will only grow wider if action is not taken. Director of the Action and Research Centre at the RSA Anthony Painter said that society is being split into two camps: “the confident and creative, and those who feel held back.” Painter recommended that the latter group are given a fresh chance at being empowered digitally. He said: “They don’t tend to use the internet for professional development, whereas the others do. We’ve been having a look at this locally by creating a ‘City of Learning’ which combines a digital platform built around open badges which have micro-accreditations for learning; things that if you get someone’s passionate interest and then start feeding into more formal learning opportunities then you wrap around that a sort of city-led campaign which lets them identify with a common cause – we’re a learning city.”

Tech City UK CEO Gerard Grech concurred and went to explore the link between a strong web presence and business expansion or improvement. The problem identified is that many businesses may not realise the extent of their digital capabilities and thus run the risk of missing out. Grech said: “If you ask a window cleaner if they are a digital business, they might say no, but if you ask how they might go about quoting someone, they could find the address on Google Maps or get the Street View. That’s the idea, to show how digital can be used for them.”

Ultimately, the panel concluded, that the enthusiasm to add a digital depth to Britain’s talent pool was validated by its potential advantages. “A lot of the major challenges facing the economy,” Painter summed up, “are actually rooted in skills. Whether it’s the challenges of Brexit or the challenges of broadband, I think if you fix the skills, everything else falls into place.” The panel agreed that any government has a responsibility to champion digital strategy throughout society, regardless of location or economic standing, and equip businesses with the digital skills required to perform at their best.  

The round-table discussion was chaired by Kirsty Styles.

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