by Anthony Painter
There are many peculiarities in our politics. Perhaps the most peculiar aspect of current political debates centres on education policy. The Conservatives, relying on a single international and heavily caveated measure of relative educational performance, seek to discredit Labour’s period in office. Simultaneously, they have basically adopted Labour’s approach to structural reform of secondary education. Academies and their close relative, free schools, university technical colleges (UTCs), studio schools, the Teach First initiative, are all initiatives supported by or initiated by the Labour government. It’s too easy to forget.
At the same time, Labour is almost embarrassed to be associated with this reform programme. While it ums and ahs, Michael Gove will take full credit for the improvements the academy movement is likely to bring. Shy reformers lose their voice. So Labour’s interventions in the education debate are suddenly sotto voce. Andrew Adonis, the architect of these reforms, is looking to raise the volume once more.
In Education, education, education – part memoir, part “how to do reform” manual, part education reform history, part ministerial diary, part manifesto – Adonis reminds us that Labour consistently drove reform in office. The end point of these reforms is inevitably “an academised system.” Quite why Labour should resist is perplexing.
Adonis is generous – rightly so – to Conservative reformers of the system and Lord Baker in particular. City Technology Colleges were the precursor of the academy programme as was local management of achools. The introduction of the GCSE is also identified as a key educational reform, opening pathways for the majority. Lord Baker is now the driving force behind the UTC movement. At the same time, a number of Labour figures are given a less than rosy assessment. Tony Crosland who set out on a mission to “destroy every fucking grammar school in England” is served particularly poorly by subsequent developments. As “secondary modern comprehensives” – Adonis’s phrase – resulted from educational reforms on the 1960s and 1970s, so the majority were ill-served. Margaret Thatcher, of course, went along with all this in the early 1970s.
So both parties have their heroes and villains. Adonis is clear about wanting to take the politics out of education so this is perhaps not surprising. If there is a default setting then the left has a tendency to support the status quo and producer interest over innovation and the consumer – kids and parents. The right too often sees educational advancement in a social Darwinian fashion – useful only for a minority beyond a certain level. Yet, despite the noise surrounding the debate, reform has been consistent for two decades or more now. There seems to be a critical mass of reformism; a radical centre of educational improvement.
