This is my 47th and final column. Writing them has been a stimulating assignment but, as a fourth year draws to a close, it is probably time for readers to experience a different point of view.
When I started my career as a London teacher in the early 1960s, the country had not long emerged from postwar gloom. Compared to today, public discussion of education was rare, teachers were less well qualified and relatively poorly paid, and fewer than 7% of the age group went to university (though those who did paid no fees and 70% received a maintenance grant).
Over my years in the education service, I have witnessed the policies of 28 secretaries of state. I have observed the work of scores of local authority education officers, hundreds of heads and thousands of teachers, teacher trainers and pupils in many different countries.
I have seen great progress: British teachers today are amongst the best I have seen anywhere. But the improvements to the system, so obvious in the first half of my career, have not kept pace. Anthony Crosland's request to local authorities to go comprehensive, the raising of the school leaving age from 15 to 16, the Plowden Committee's concern for the disadvantaged, the merging of the GCE and CSE into the GCSE and the abolition of corporal punishment pointed the way to a modern education system.
Regrettably, the influence of the anti-progressive Black Papers, the wasted opportunity of James Callaghan's Great Debate and the systematic rubbishing of the comprehensive ideal by both Tories and New Labour have stymied progress. In addition, the downgrading of local government and the creation of new types of schools – from Kenneth Baker's city technology colleges to Michael Gove's free schools – have fashioned a deeply fragmented English education service. Add to this the haughty control and command of New Labour's classroom diktats, and small wonder that – despite the dedication of those who work in schools – the system is a mess.
Will the coalition move education forward? Much of the wording of the recent white paper is positive – especially its efforts to improve the status of teachers and its recognition of the achievement of Finnish education. Gove even claims that he wants to "ensure that the current two-tier education system ends".
Disappointingly, however, the white paper presents few realistic policies to achieve this. The Finnish system of non-streamed comprehensive schooling – with few tests and no inspection – is not to be emulated. Nor is there mention of curbing the influence of private schools, abolishing selection or outlawing misleading league tables. Instead, Gove proposes ties and blazers, limiting the role of universities in teacher training and – in a starry-eyed option – bringing the military into the classroom.
Free schools are mentioned 36 times, but never explained. The assumption is that they will be run by committed parents. Yet surely Gove must realise how impractical this is? What if parents lose interest, favour their own children or are inept at running complex organisations? Can he not see the private companies waiting in the wings to take over the management of such schools and capture an increasing share of taxpayers' money?
The concept of privatisation is not discussed in the white paper, but can be detected in its subtext – with frequent references to "new providers", "private sector organisations" and "a new market of school improvement services". Yet where is the evidence that a market-led system, run by hedge-fund managers and their ilk, will create an education system to equal Finland's?
This is the moment of truth for those who believe that schools should be integrated into society. Do not allow the coalition government – under cover of the financial crisis – to sell off public education. We have seen the contrast between its treatment of the super rich and those on benefits. Take inspiration from the students. Unite and object – now – before it is too late. Adieu.
Source: Guardian
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