
When a politician refers to “front-line services,” they are talking about a wide array of things. Firefighting, the Post Office, jobcentres, and embassies all qualify. But in truth, the politician is probably talking about something much more narrow. In politicianese, the term “front-line service” is really shorthand for two things: schools and hospitals.
If immigration is Britain’s equivalent to the bitter cultural clashes of America’s bipolar body politic, then schools and hospitals are more like the First Amendment: although arguments as to details may get heated, there remains a consensus across the political spectrum as to the overall direction of travel. If Britain is to succeed in the 21st Century, then education needs to be strengthened and broadened; and the NHS is part of our political and social heritage, and should remain well-funded and widely accessible. This level of broad agreement means that the debates surrounding school and hospital reform tend to be somewhat more advanced than those surrounding crime or migration – which can make “correct” outcomes hard to judge.
Schools
Despite the very best of intentions, schools have not done well under Labour. It’s a stark statement but not an unfair one; results have declined over the past decade. In studies by the OECD, a rich-country think-tank, British 15-year-olds came well above the average in 2000, at eighth in mathematics and seventh in reading out of 27 countries. In 2006 they scored below the average in both, at joint 18th and 13th respectively. In science, at least, they remained above-average—but fell from fourth to ninth. The 2009 data are due but there is little evidence to suggest that they will to buck the trend.
One thing that the Labour years have clearly demonstrated is that this isn’t a spending problem. Real spending per student has doubled since 1997, to an average of £5,900 per student per year. School buildings have been improved and facilities extended; teacher pay has risen above inflation; teacher shortages, barring a few persistently problematic areas like mathematics and physics, are mostly receding, although tough schools in poorer areas can face a fearful struggle to attract a capable and qualified faculty. A lot of money has been spend on classroom assistants; a recent report (pdf) was critical of the impact that this influx of support staff has had.
Meanwhile, the Economist, amongst others, alleges that young talent has been ineffectively managed:
Able pupils have also been shortchanged. Labour has started and then wound down three schemes to stretch students in the top 5%, whether academically (“gifted”, in the parlance) or in music or sport (“talented”). Attempts to find some sort of talent in everyone, and teachers opposed to giving anything extra to those already doing well, scuppered each in turn.
While this feels like more of a political or philosophical point than one based in fact-based evidence, it’s noticeable that while all three parties have pledged to do more to support struggling students, there’s a general lack of willingness to engage with the question of how best to stretch those students whose capabilities exceed the necessary restrictions of classroom teaching.
That notwithstanding, the proposals for how to best support struggling students are mostly weak; Labour do promise to provide individual tuition for children who fall far behind their peers in primary school, but this is uncosted; the manifesto claims that:
This will include up to 40,000 six and seven year olds benefiting from extra tuition in English and Maths through ‘Every Child a Reader’ and ‘Every Child Counts’
but it’s unclear who would be delivering the extra tuition: existing teachers, classroom assistants, or additional resource. The Tories, however, seem to have a fairly narrow idea of what education needs; the manifesto devotes a measly 3 pages to it, mostly advocating a return to the 1920s – “better teachers and tougher discipline” seems to be the unifying theme. (Especially entertaining is the Troops to Teachers programme, in which the Tories envision ex-service personnel being retrained for the classroom – presumably to instil some barracks-yard drill-sergeant discipline into the youth of Peckham.) The Lib Dems are favouring the approach that they seem to have gone with in most of their manifesto promises – reach into the magic pot of Trident money and chuck it at the problem:
• Increase the funding of the most disadvantaged pupils, around one million children. We will invest £2.5 billion in this ‘Pupil Premium’ to boost education opportunities for every child. This is additional money going into the schools budget, and headteachers will be free to spend it in the best interests of children.
• The extra money could be used to cut class sizes, attract the best teachers, offer extra one-to-one tuition and provide for after-school and holiday support. This will allow an average primary school to cut classes to 20 and an average secondary school to introduce catch-up classes for 160 pupils.
The approach of targeting investment at schools that are struggling is welcome, especially after Tory and Labour proposals to link performance to results (apparently with the logical understanding that the way to fix schools with poor results is to give them less money), but it doesn’t hide the fact that the Lib Dems don’t really have any concrete proposals for actually improving performance: their manifesto contains such well-meaning emptiness as “improve discipline by early intervention to tackle the poor basic education of those children who are otherwise most likely to misbehave and become demotivated” – hard to disagree with but a long way from being an actual policy.
Having said that, both the Tories and the Lib Dems offer suggestions on how to recalibrate the curriculum (all Labour do in this field is promise to add a teacher training qualification for Mandarin). The Tories proposals are muddled (they promise a primary curriculum organised around subjects like English, Maths, Science and History; the current primary curriculum is organised around English, Maths, and Science) but they explicitly state a desire to make exams, particularly Key Stage 2 exams, harder. One interesting proposal is the suggestion that public schools would be free to offer international exams, similar to those offered by private schools, although one would hope that the governing principle would be a desire to ensure that GCSEs are competitive against these fancy international baccalaureates. The Lib Dems’ proposals are bolder. They would establish an independent body to regulate standards, incorporating OFSTED and replacing the existing (toothless) Qualifications and Curriculum Development Agency. They would scale back Key Stage 2 examination, relying on teacher checking and ongoing assessment. They would remove the arbitrary distinction between academic and vocational education, and echo the Tory policy of allowing a broader range of courses and examinations to be offered in schools. Perhaps most radically, they would axe the National Curriculum, replacing it with a “minimum curriculum” upon which teachers can embellish. This last is bold, but probably problematic, as it raises questions of how testing will be standardised and whether tougher schools, with less experienced and qualified teaching staff, or smaller schools, in which the teachers already bear a greater burden for lesson design, will be able to offer as well-tailored a product as more affluent and better-resourced schools.
Teaching is not the sole driver of results, however. The way that schools are created, closed and run is also important. The Tories have their much-mooted Swedish policy, under which the decision on who gets to open new schools will be removed from the dead hand of local government. Parents, charities and other not-for-profit groups will be encouraged to create new schools that could be open by September. Funded by the state according to the number of children who attend, they will stand or fall according to their popularity with parents. Smaller, more expensive schools that local councils are ready to abandon could be rescued by a committed citizenry.
There are costs to this. Like the (existing, mostly popular) City Academies, this scheme will be expensive and will sit alongside the existing state school infrastructure, possibly to its determent. Discouraging well-intentioned and not-so-well-intentioned groups with agendas would be more of a burden here than in small, liberal Sweden. But the truth is that until it’s trailed, it’s hard to say how effective this will be. The one place where this will certainly be unpopular is the teaching unions, whose political power would be sharply reduced.
The Lib Dems are also keen on supply-side reforms but have no idea how to go about it; their policies mostly leave schools still dependent on local government, which means that they would struggle to seriously change how schools are instituted and funded. The manifesto speaks of well-meaning platitudes, such as an Education Freedom Act banning politicians from getting involved in the day-to-day running of schools, but little of any concrete worth.
On higher ed, the picture in Britain still looks mostly positive. As discussed in a previous post, however, the Tories have policies in place that would dissuade lucrative foreign students from gracing Britain’s elite universities. Meanwhile, The Lib Dems have reinstituted their long-held policy of scrapping tuition fees, which is still a terribly policy that seriously undermines their credibility when it comes to universities. The Tories and Labour go the other way, and both parties are likely to back a raise in the cap it tuition fees from £3,000 to £5,000 per year.
This will be unpopular but may be necessary, given the lean years which are ahead. Labour argue that they missed their target, under which they aimed to send 50% of young people to University, by a whisker despite raising the levy to £3,000 in 2003; the UK’s system of student loans and grants meant that the raise actually affected admissions very little. And, to be fair, the higher education participation rate for young people from the most disadvantaged areas has increased every year since 2004. Labour have also intimated that funding for expansion of university places will linked to course types – science, tech, engineering and maths will all be promoted.
Conclusion
I have used my last two posts to talk down the importance of some major electoral issues – the economy and crime in particular. But education is genuinely important – probably the most important single issue at stake in the UK right now, and our long-term economic and cultural vitality is dependent on the right mixture of policy, infrastructure and regulation.
All three manifestos have some merit, as well as some obvious deficiencies. The Lib Dems’ approach to primary and secondary curriculum reform are probably the strongest; not just by default (Labour barely even have a policy on curriculum reform, and the Tories’ policy boils down to “whip them with nettles”) but because it contains ideas that are genuinely worth exploring, such as the flexible funding for school budgets. The Tories’ Swedish school commissioning model is interesting despite it’s potential pitfalls; although potentially expensive it could inspire some excellent results if implemented properly (neither Labour nor the Lib Dems showed up to this event). And Labour generally seem to have the strongest thinking on higher education and universities.
On the grounds that universities are generally doing reasonably well at the moment, I’m going to discount Labour on education; their manifesto reads more like a defence of their record than a serious or credible plan for reform at the mandatory levels. On education, then, it depends which area you think is important and what you’re prepared to hold your nose over. If you want a better commissioning model vote Tory; they probably won’t get their illiberal primary curriculum changes through parliament without a significant majority anyway. If you want better funded schools and a more rational approach to struggling children, vote Lib Dem – again, a tuition fee ban would never make it to law. I’ll probably do the latter but I don’t see the former as an entirely indefensible choice.
The NHS.
The health service has consistently been one of the three most important issues to voters since it was implemented over sixty years ago. This year is no different. What is different, however, is that broadly speaking there is consensus between the parties. There are no major policy objectives in this field; even the Lib Dems are saving their huge stack of Trident money for other areas.
The engine-tinkering is mostly minor stuff – all three parties have ideas about procurement, for example. The Liberal Democrats would have the Primary Care Trusts, which do the buying for hospitals, locally elected to give them more clout. The Conservatives would give GPs much more of a say by reviving the 1990s system of fund-holding, in which many GP practices had their own budgets for elective care done by hospitals. Both opposition parties would also drop or gimp performance targets; the government has been moving away from them of late suggesting that Labour would do the same. The Lib Dems would go farthest here, offering to cut the Department of Health by 50% (fun fact: I’m currently engaged in a downsizing project for a major Department, and cutting an organisation like that in half is much harder than you’d think). Labour and the Tories are also pursuing their bizarre world of perverse incentives here, threatening to use the payments system of the internal market to reward quality and penalise poor care – effectively taking money away from hospitals that are struggling.
One thing that is noticeably absent from the manifestos is closures and cuts. But some scaling back is not just demanded by the state of the economic climate, but also desirable. David Nicholson, who runs the NHS in England, thinks that by 2013 the service could wring 15% out of its budget, meeting increased demand with the same real resources. But pay would have to be held down and the workforce cut by around 10%. Some district hospitals would have to close, or do less. This will be unpopular but isn’t really a political issue. Expect whichever two parties don’t win to oppose it bitterly, and for constituency MPs of all strips to fume at length on local news programmes.
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Aside #1: On Typography
The Tories and Labour manifestos are both hideous on screen. They are clearly meant to be held and read in the hand; both go with dense, serifed fonts (Times New Roman for the Tories – suggesting that CCHQ doesn’t know how to change its defaults – and Book Antiqua for Labour). The Lib Dems’ manifesto is in a much more aesthetically pleasing Helvetica Neau. I may have mentioned in the past that there are good reasons and bad reasons for voting for or against a party. Typography is a good reason, and I look forward to punishing the Labservatives at the ballot box.
Aside #2: In Which I Discover Google Analytics
To the person who googled their way to this site asking “cet school tyumen good school?” the answer is: yes, as is the school in Nizhnevartovsk, or at least they were when I was there a year ago. On the other hand, the person who googled “did hassan steal the rubaiyaat from omar khayyam” – the answer to that is no, I’m afraid. It’s one of many narrative details that Amin Maalouf invented for Samarkand to make it a better story; the truth is that there probably never was an “original” Rubaiyaat – just a corpus of work that Edward FitzGerald pulled together and published, much of which is questionably attributable to Khayyam at best. Although Sabbah seems to have regarded Khayyam as an intellectual inspiration of sorts, it’s not entirely clear that they ever actually met in person, and there’s certainly no evidence to suggest that he was obsessed with Khayyam once Alamut became firmly established.