The travesty of Tuition Fees was the commercialisation of education, the myth of qualification-related Social Mobility and the creation of lifetime debt for those who can least afford it

Somewhere, there was a cheer last week. Quieter than the Government was expecting. Bringing noises that didn’t sound quite as expected.

Yes, the dropping of Tuition Fees does sound good. But the question we should all be asking – just as we should have when they were first brought into being is ‘at what cost?’.

Living in the age of political idealism made manifest as we currently do, it is all too easy to get distracted by the noise from the media as new public policies are launched.

We fail to look beyond and see the true consequences of what the Government of the day is doing with our money, and what the legacy – and yes, what the fallout will actually be from everything they do.

The creation of Tuition Fees was one of the biggest travesties of them all, simply because it all sounded so good, whilst the negative impact and knock on effects across so many different areas of policy were simply too-far reaching to justify anything about it which was tangibly good.

The UK’s Education System has been failing us all for a long while anyway. But the impact from Tuition Fees was never going to deliver much that really helped anyone in the way that the genuine concept of equality in education for all really should.

That so many former, existing and future students are now destined to have a lifetime of debt must surely now be a given.

Yet it is through the accompanying shift of emphasis from quality of teaching to fee-generation and profit alone within the Further and Higher Education Sectors which has secured the Blair era one of its darkest, yet most unrecognisable legacies as the true cost of ‘degrees for everyone’ becomes manifest and begins to become widely known.

It should come as little surprise that the leaders of the Institutions in these Sectors are now worried that a restriction on Fees may begin a process where ‘struggling’ universities are set to close.

That is the true price of making education a business, where money should never have been the target of a reprioritisation of direction. And certainly not in a place where the benefit to the student, our industries and the National interest itself are so very closely entwined.

Beware the siren calls and suggestion of this being an attack on Social Mobilty too. Academic qualifications have only ever been a very small part of what it takes to get any one person through the perceptual barriers which hold so many people back. Whether they be school-age students, young people, graduates, career changers, returners or retirees, we all have a part to play in everyone else’s future too.

The reality is that the State should pay for everyone’s education. But in doing so, we must be practical and realistic about how access to education is applied and how much benefit is derived to us all from the provision of each and every course.

We must recognise that there is just as much value to be gained by opening up truly vocational opportunities for the less-academically-inclined at the age of 14.

And that as a result of doing so, not only would we release many young people from the painful and unnecessary realities of being in debt, we can also exploit the opportunity to create a parallel track of time-served and experienced trainees to support all of our businesses in a way that the obsession with degree level education has all but denied.

It would be far more sensible to begin this process of change now, accepting that neither the student nor the Nation itself can afford the process of awarding superfluous and non-beneficial degrees. And help the Sector to change through reform, rather than through a process brought on by necessity, which is what is currently sure to happen, if Politicians continue to think that money is the only benchmark by which the future of education can and should be defined.

Improving Social Mobility is about addressing the way decision makers think, not about academic education alone

The three key misunderstandings and fallacious barriers to Social Mobility are:

That Social Mobility issues only affect young people who are in their career development years
That the only way to improve Social Mobility is through ensuring that everyone achieves a ‘full’ academic education and that the attainment of degrees is key
That Social Mobility issues relate to the achievement, progress or outlook of the individual and nobody else

With one evolution of the Social Mobility Commission having resigned because of lack of Government support and another now appointed in the image of all the same Establishment ideas, the key issues underpinning lack of progress in tackling the barriers to Social Mobility are still being overlooked and this travesty is set to continue further still.

As is often the case when a cause is given a label, the Social Mobility problem is an issue which has become closely aligned with just one interpretation of its cause. This closes down debate and dialogue about the much wider range of issues which attribute to reducing opportunities. It also excludes consideration of a wider malaise and certainly overlooks the real impact on not only the individuals affected themselves, but also upon the wider community as a whole.

Yes, many young people are overlooked because of the start they had in life. The place in which they lived. The schools which they did and did not attend. The qualifications which they did or didn’t gain.

But the reality is that it is a very long list of factors which prevent any one person from progressing.

The interpretation of someone’s validity on the road to progress and passing these barriers is not simply restricted to that of employers, educators or any of the external gatekeepers of opportunity.

No. The perception of not being good enough to overcome any barrier to Social Mobility can be that of the individual all on their own.

The obstruction to unhindered Social Mobility, is the many prejudices which are not and cannot be managed by regulation or by the methods of review and reform which have become the cultural norm in this Country.

In a society which has learned to make effect synonymous with cause, we overlook the real causes of societal problems and as such have no way to address the consequential effects.

The social justice warriors, the politically correct, the rights lobby and liberal left all congratulate themselves on the strangle hold of regulation which decades of manipulation and social engineering have helped them impose.

Yet the rules which govern Equality of Opportunity in their purest sense have actually made prejudices easier to employ.

Only now, beyond the scope of the processes which assure us that prejudices have been all but removed, they are less likely to be evidenced and hide in plain sight.

Yes, we have regulation against gender and sex discrimination. Race discrimination. Disabilities discrimination, Religion, Age and sexual orientation too.

But in creating these frameworks or safety notes, the idealistic engineers of this ill-considered social plan have provided the perfect opportunity for people to surrender ethical responsibility to being seen to adhere to the set of rules which now exist. They have been given a set of pillars that once worshipped, allow them to do whatever they want to by behaving in ways which legitimately go around these rules or sit somewhere in the spaces in between.

We now not only have a situation where decision makers can quietly be racist, sexist, or are allowed to quietly indulge any other prejudice we might not collectively like. They can continue to do so unimpeded.

The consequences of this ‘big vision’ engineering project create many other problems too. Problems which include disadvantaging the already disadvantaged and building barriers to progress which the very same people will now never cross.

And guess what. Yes. We find again that achievements exist only for the same few to easily win all over again.

Take for example the assault on the education system that the Blair Government undertook, with the overt aim of giving everyone the opportunity to gain a degree.

The result has been the commercialisation of the further and higher education system, leading to the prioritisation of winning fees, rather than focusing on the quality and commercial durability of the education provided. Running education as a business has almost certainly put its future in serious doubt.

It is a process which has already led hundreds and thousands of hopeful young people to begin professional life in serious debt and with academic qualifications which are to many businesses completely worthless.

Yet the debt-laden graduates only find out too late that these quack qualifications don’t mean much at all to the world around them once they have left the supposed safety of the academic universe behind.

The world of big business and its new world of ‘created roles and specialisms’ has responded to the glorifying of academic qualification over the benefit of time-served experience by recognising degrees as a standard for anybody worth looking at. Not as a way to recognise specialism in itself. But as a like-for-like replacement in recent years for what would previously have been well illustrated by the attainment of 3 A ‘Levels, and only a few years before that just 5 GCSE’s.

Not everyone is cut out to be a CEO, Director or even a manager and non-academic people bring value to business which only when added to the contribution of real academics can it add up to a formula which is so much more.

The dangerous mix created by this non-stop meddling has fuelled the entitlement culture. Qualification has become more valuable than experience and experience is not of value to those who have qualifications.

Letters on a CV are seen as more important than attitude, motivation, or the many other life skills which business used to intrinsically value, which they now overlook. The system now unwittingly leads them to place applications from people who could and should be the next generation of commercial superstars straight in the bin.

It doesn’t stop there, and within a tick box, risk-averse culture where Recruiters and HR Officers – that’s people who have and never will do these jobs themselves – have overwhelming power over recruitment processes, there is an untamed focus on identifying reasons to not even shortlist candidates – usually because they don’t have a degree.

Good people are now denied jobs where they can thrive and the employers and companies themselves never gain access to the wider pool of candidates where the real benefits of selecting people with the right experience rather than just a paper qualification lies.

The consequences of this social meddling are already far reaching indeed and because the UK could never afford to provide education to 21 years as a standard – which in itself was never needed, it was inevitable that a new form of educational discrimination would introduce itself. And it’s the worst one of all. The preclusion from opportunity for even more young people based simply on cost.

Just in this one example of social meddling focusing on education alone, where impractical idealists have tried to impose a system of restrictions based upon no experience that they have or have in no way never known, we can see how far reaching the impact on consequences of quixotic thinking can be.

This is a pattern which is unfolding itself over and over again within all the areas of our lives where lack of consideration has been applied to the consequences of imposing the ‘consideration’ of rights and ‘positive’ discrimination on a society which will always have its own mind and not the one which political busy-bodies wish to create for it.

The barriers to Social Mobility are all about the way that we think.

But the change needed and the tools which will enable us to break down those barriers and make that change will only come when decision makers with the power and therefore the ability to oversee that change go through a voluntary process of accepting that they themselves need to think differently.

That change will come about as a direct result.

That change cannot and never will be imposed.

The travesty of Tuition Fees was the commercialisation of education, the myth of qualification-related Social Mobility and the creation of lifetime debt for those who can least afford it

Equality in Education has been destroyed by the idea that all can make the best of the same opportunities

Education is currently failing the UK because the system we have in place today is based on the flawed idea that Equality is about sameness. True Equality comes with acceptance of the real differences that exist between us and in giving each and every one of us the best shot possible…

Improving Social Mobility 8Oct18 PDF_Vers1_28Mar26 Download

Young people and rural voters could all be kept happy with solutions to the Foxhunting debate that are already hiding in plain sight

Like Brexit, Hunting has become an emotive subject which is safest left far away from discussion with people we know little about.

Few of us consciously acknowledge why this really is, and the elements of a solution which has the potential to be one supported by all have become hidden by the polarisation of ideas. The inevitable isolation of facts which follows is seen as an unacceptable compromise for each party as they become ever reluctant to recognise validity in any idea which extends beyond the scope and value set of their own.

The biggest elephant in the room for Hunting, is that no matter what supporters or those against this pastime tell us, the debate has long since been anything to do with either the activities or survival of a fox. Yet the actions of both groups in the debate present a story which is very different. If a resolution that works for all is genuinely to be found, each side and the politicians in between them will have to accept that both sides will have to be far more practical in the way they manage the pathways of their respective idealistic ground.

With the various truths presented as fact by some and interpreted as myth by others, the objective reality of this ‘sport’ is that it has very little to do with being competitive and everything to do with a highly social and lifestyle movement, which to its own detriment has become obsessive about a perceived right to hunt our indigenous wild-dog.

The world has moved on. Very few of us believe that the most efficient way to control any kind of mammalian pest, is to become hierarchically attired, mount a very expensive and well-kept horse and then charge around what is left of the open countryside with forty or more others doing exactly the same. Trundling alongside a pack of perhaps a hundred English Foxhounds who are never as happy as when they are simply out for a very long run.

In the years since the implementation of the ‘hunting ban’ under the tenure of the last Labour Government, Hunts around the Country have been doing surprisingly well without any genuine need to reverse the purpose of the Legislation. Hunt protesters and saboteurs would beg to differ, as foxes can often be disturbed and find themselves at the mercy of a brutal, but nonetheless non-intentional act, and it is at this point that we should perhaps all be minded of the propensity of accidents and the fact that many, many more foxes are likely to be killed on the roads during hunting season, than those uncovered accidentally by any hunt which should happen to gallop past.

Open discussion regarding the experience of death for any human or animal concludes quickly for any rational person, as soon as the presence of any deliberate cause or intent is removed. Like it or not, we cannot control that which cannot be controlled, and seeking to prevent any form of accident would easily bring into question just about everything that we do.

Those against hunting – even in its current form should remember this well and be ever mindful of the progressive leap which has already been achieved. There now needs to be an acceptance that this fieldsport is nothing like what it once was and that any form of resentment based upon perception alone, whilst dressed up as a legitimate debate will help no one.

Hunts and the hunt lobby itself would likewise do well to recognise and accept that killing foxes at any costs by applying the law in its most literal sense is a self-defeating act. Using devices such as large birds of prey to kill foxes they have uncovered, gives the true lie to an unnecessary intention and mindset which itself continues to fuel the antagonistic fervour and physical-activist approach of those against whom they have in some cases become violently opposed.

Hunting in its current form and in the way it really should now evolve, is not just the preserve of the wealthy and the one percent which many now love to hate. It is a lifestyle enjoyed by people from all backgrounds and we are as likely to see a plumber, builder or chef taking part as a rider, as we would a landowner or a London banker out for a day from their country home.

It is time that we recognised that Hunting is not about foxes and can be enjoyed by anyone. The Hunts need to stop attempting to play the rules and accept the spirit of the hunting ban in the manner in which it was implemented. The anti-hunt lobby should accept and recognise that they themselves have no legitimate right to police the activities of any hunt, and that holding a set of different ideas to someone else doesn’t mean that we have no choice but to physically collide.

The Hunting Act desperately needs intelligent and considered reform. There is nothing to be gained from it simply being overturned. The direct and related steps that a government seeking to deliver a revised act that would appropriately consider the rights, welfare and respect for the genuine rule of law for all – including the fox itself, could however include:-

Making it illegal to:

Intentionally and/or proactively pursue a fox as, for or as part of a social gathering, either directly with dogs or indirectly with alternative measures such as firearms or birds of prey.
Intentionally and/or proactively interfere with the activities of any hunt, its members, supporters or guests so convened as a social gathering

Recognising that:

Genuine intent is everything. That accidents do occur and no hunt, officer, member, guest or supporter thereof should ever be held liable for the result of any fox or other mammal being uncovered by a group of hounds during the course of a social hunt

Reviewing the role of the RSPCA:

Either restructuring the Governance structure of the Charity’s ‘Council’ to ensure that appointments are democratic and reflective of the impartial and non-political nature of the responsibilities with which the RSPCA has been entrusted
Or removing the responsibility and prosecutorial role of the RSPCA altogether, perhaps passing them to local authorities where democratic transparency and professional impartiality would be easier to monitor and define

With the current political environment having made hunting feel almost impossible to discuss, it is little wonder that our embattled Prime Minister is looking to secure votes by being perceived to be considering switching sides. The irony of such a choice is that divisive as Foxhunting may be, the very best solution will be making the effort and winning the arguments which will deliver a less than perfect, but nonetheless beneficial win for all.

Odd as it may seem to many of today’s political class, solutions which work for all of us are always possible, whenever there is a genuine willingness to talk.

Adam’s Food and Farming Portfolio: A Guide to Books, Blogs and Solutions

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Education is currently failing the UK because the system we have in place today is based on the flawed idea that Equality is about sameness. True Equality comes with acceptance of the real differences that exist between us and in giving each and every one of us the best shot possible…

images (2) Equality is one of the greatest aims for any Country to have, whilst perhaps one of the most misinterpreted and therefore destructive concepts that that the UK has embraced.

Negative forms of discrimination have made many thinkers believe that the solution comes in the form of their positive counterparts. Yet the point has been severely missed that prejudicial forms of discrimination always relate to a form of favouritism or bias as a flipside on the other, and that this inevitable partnership necessarily follows wherever a form of positive discrimination may be used.

Just as racism and colour prejudice, sexism, discrimination against the elderly or disabled have and arguably in some cases continue to been a problem for many, giving special treatment or creating favourable circumstances for specific or what some prefer to call ‘underrepresented groups’ can be equally destructive and in some cases will actually affect many more, through little more than a legitimised form of disadvantage which many are simply too afraid to even talk about.

Social engineering is nothing new. But the silent subjugation which hides beneath the velvet glove of political correctness and an often misguided war for equalities is something entirely different. It now risks the identity of culture which has been at the heart of British life for many generations and which arguably kept us at the forefront of world industry, science and learning well in to the 20^th Century.

Of all the parts of life where we should be getting the fight for the equality of opportunity ‘right’, Education is probably the most essential, because of the key role that it plays for individuals, communities, industries and therefore the evolution of our entire culture – en-masse.

But at some point, somebody somewhere confused practicality with idealism. They exchanged the reality that being fair to everyone by giving them the educational opportunities that most fit individual need will give us all the best start in life, with the idealist view that putting everyone in the same environment and using the same forms of education, would somehow lead to everyone turning out the same.

It doesn’t. And the reason it doesn’t is because the only difference that should matter when it comes to education is that whatever the circumstances or how we are physically perceived by others, we are all different and we all learn differently.

So no matter what background we come from; whether we are rich or poor; black or white; male or female; able bodied or disabled, we all accumulate knowledge in different ways and will only achieve the very best that we as individuals can, if diversity within educational opportunities matches the diversity that exists with learning ability and indeed counters the factors which are external to learning but upon which learning and the ability to learn have been for too long so foolishly placed.

Whilst ‘dumbing-down’ or developing an educational standard based upon little more than ‘the lowest common denominator’ fills those who abhor anything even perceptively elitist in nature with complete joy, lowering academic standards for the more-academically-inclined simply reduces the numbers of those who would otherwise excel and therefore contribute differently and arguably more greatly to our society as a whole.

However, the real tragedy in all this is based upon all those who are not academically attuned at school age. Many who are unequipped to rise to such theoretical standard, perhaps because of nothing more than circumstances in their lives. Many, who just need their learning to be more practically and vocationally inclined – perhaps only at that time.

We all lose from the approach that has been adopted, as what is in effect manifest ignorance of those whose ability lies not with their heads but with their hands, is or has created a lost generation which unwittingly and in most cases unwillingly lend themselves to many of the welfare, benefits and crime statistics that so many of us know to be so wrong, but have to accept as being just the way that it is.

The lack of foresight and basic understanding of our fellow man that has led these socialist agendas which have pursued this ideology of everyone being the same, are not only destroying the lives and future chances of individuals who could make a considerable contribution to our society – were they given the fullest opportunity to do so; they are contributing to the creation an entire sub-culture of socially disadvantaged, socially inept and socially immobile people who are blighted by the media propagated caricatures that have been landed upon them by the same libertarian and quixotic idealists who inadvertently put those same people there.

Glorification of celebrity, fame, sensationalism and money have led many of us to forget that the very basic forms of all occupations are about us; about life; about putting food on the table; about being healthy; about being happy; about getting us where we need to go. Our values have somehow gone wrong and we have forgotten that every job or occupation is important and that we should all value them as such for the contribution that they make in our lives and the value that they bring to our society.

The ironies of this saga do not stop there. If we continue to flat-line the contribution that we make to the opportunities we give to the up-and-coming generations in the form of free education, the best opportunities really will be left as the preserve of the financially rich who can arguably afford a tailored level of education for their children which simply becomes unavailable anywhere else. If you are of those who think that Politics is skewed in favour of a privately educated elite right now, look what could soon begin to follow in the not too distant future.

Both socialism and liberalism as they exist are flawed. They are little more than idealistic philosophies that make no allowance for the realities of cause and effect, and if we don’t address this failure to address the need for balance in every aspect of life and policy that Government touches soon, the results simply do not bear thinking about.

The role that education plays in all our lives and how it reaches and extends into all parts of our culture, make it probably the very best place to start in addressing what could easily be called the regressive steps that the drive for ill-considered forms of equality have so far engineered.

Every part of the education system needs reform, which will only be controversial for those who continue to put their own ideas first, above the needs and requirements of others. Perhaps we could:

Reintroduce Grammar Schools in every District: The pathway of education for children to which so many parents aspire, Grammar Schools offer a benchmark in education and discipline that it has become unfashionable to appreciate vocally. This social anathema should be dispelled for the foolishness that it is and the opportunity should exist for all academically able children to gain a place at a Grammar School if they can attain the examination standards required and do not have alternative means to access a like-for-like education.

Reintroduce the 11+: With Numeracy and Literacy Skills at a low point, we simply must return to an acceptable level of basic education at this key age so that children are equipped to engage fully during adolescence in our increasingly information-based age, and employers can be sure that young people can not only understand, but also be understood. (Please follow this link for an insight on the 11+.)

Reintroduce real and vocationally based Apprenticeships at 14: Probably the most vital step that needs to be taken is to recognise that not all children are academically inclined and that the system today is failing too many young people because it has not nurtured them in a way which fits their learning processes. In simple terms, children are usually ‘head or hands’ and therefore more theoretically or practically able in their learning processes. In isolation, neither of these qualities is a sign of intelligence, yet children who simply aren’t academically able to make the best of the school environment are all too often considered disruptive and can of course be an unnecessary distraction for those who are suited to school learning. As we grow older, we can all appreciate how little we knew but how much we thought we knew when we were in our teens and providing a stewarded environment from 14 for young people who are better suited to life outside the academic environment would give them the opportunity to take guided steps into the adult world, whilst earning an appropriate level of pay and giving a staffing option to commerce and industry that could make a significant difference to business. Either subsidising roles or supporting complimentary training courses at Tertiary Colleges could still deliver a saving in real terms, whilst providing an investment in the individual, taking them off the streets, whilst supporting British industry with a potentially parallel vocational route to age 21 that would more than adequately make up in time-served experience and the hands-on accumulation of skills for life what academically biased young people gain via a complete route of full-time education.

Reintroduce National Service: With a break or shorter form of Apprenticeship, those young people taking the vocational route could perhaps choose to finish their training in the Armed Services from 18-21, with the option being there as a requirement to attend for all young people not being in education or Apprenticed vocational training between those ages. Those ‘finishing’ training could bring skills from industry that the armed services need at a time that a pool of such experience could be highly beneficial. Either way and however those young people came to join, there is no question that a military grounding would provide a sense of value and self-worth for people who might otherwise never receive it. Such a pathway could open the door either to an extended military career or to the motivation and direction to move forward and make the best of the other opportunities that are on offer to those who value themselves and what they will inevitably gain to do it.

Return to more challenging forms of Exams at 16 and 18: The earlier part of this Coalition Government saw a series of attempts by Education Secretary Michael Gove to reform exams and return to the former O’ Level and A ‘Level or Baccalaureate standards. It’s a desperate shame that he was prevented from doing so as the realities of the flaws in our Education system would quickly become evident and would perhaps highlight just how severely our children are being failed by a system which is currently geared to treating everyone as if they were exactly the same; a system that is benchmarked for its quality not by aspiration, but by the rule of the lowest common denominator. Life is by its very nature challenging and the exams that we take at 16 and 18 should genuinely represent the milestones that they are, rather than just being something that we do. If degrees are to again have the meaning to industry that they once had, it necessarily follows that these checkpoints of the educational pathway should be high on expectation too.

Restructure the way that Higher Education is funded: The Government cannot afford to fund the number of places within Higher Education that the drive to give everyone a degree has required. The fallout from this has of course been the creation of Tuition Fees which in themselves are creating lifetimes of debt for students who may have been a great deal happier taking other routes to learning. The fragility of funding streams has driven many Higher Education establishments to behave more and more like businesses as their focus moves from providing the best education for students to ensuring the survival of the organisations – and the jobs that they provide. This does not contribute to society on a wider level and the focus needs to return to providing the best Degrees possible and not necessarily the ones that generate the best fees from providing them. Bringing the return of value to pre-University level and parallel vocational forms of education would counter much of this, but as with areas such as the NHS and Local Government, there has to be a recognition of the need for overall change as part of a new bigger and reforming picture. This could realistically mean the loss of University Status or even closure for some institutions. But what was really wrong with polytechnics anyway.

Refocus on exam-based scholarship entry opportunities to all private schools for children whose families would otherwise be unable to afford them: Whilst some would happily see the demise of private schools in much the same way as Grammars have all but disappeared, Private Schools should always have their place, if nothing more than to allow those who can afford to pay the choice to do so. However, such institutions should also be available to children who would thrive with the support of such an environment and the schools themselves should be required to make a certain number of places available through exam-based scholarships each year for children who have the academic ability to meet the standards of each specific school, but would otherwise be held back by lack of financial resources.

Stop bringing the blame-claim-culture into schools and let teachers get on with educating: Parents do have a role to play too and I will not be alone in remembering the absolute horror which our parents would experience upon learning that we had been in trouble or had been reprimanded for being disruptive in school. The balance has changed and there is now an unwritten expectation that all children are perfect and that they can never be at fault. The complaints culture and accompanying insinuation that a complaint is just a step away from a claim is paralysing disciplinary standards with the creation of fear on the part of Teachers to act against unruly children who only 30 years ago would have had a string of detentions or worse from the school, along with a right good rollocking from their parents just as soon as they returned home.

Introduce standard educational apps on all electronic devices which will be used by children: Technology and the influence that it has upon us all is marching ahead at a hellish pace. Children are already using tablet computers before they can do many other things. We are currently missing the opportunity to work with manufacturers and potential sponsors to utilise these devices which immediately make fascinated children a captive audience. The development of standard apps which can be used to develop reading, language and other skills for the benefit of children and that of the education system which will very soon follow could be immeasurable. There is no doubt that Government should be working closely with manufacturers and Companies such as Google, to develop acclimatised software which is included within the operating platform of the machines at the point of sale and makes the very best of the learning opportunity which is literally presented for them there at hand.

Education by its very nature is supposed to assist the evolution of people, rather than becoming a tool which does little more than help a society to regress. Great ideas will not help all people if they are not developed with the needs of every single person in mind and education is currently failing in the UK because the system we have in place today is based on the flawed idea that Equality is about sameness.

It’s time that we stopped trying to force people to change in ways that they simply cannot be changed; accept the good that exists in the real differences between us, and start giving each and every one of our children and young people their very best shot.

Source of top Image unknown

Equality in Education has been destroyed by the idea that all can make the best of the same opportunities

I seem to have the phrase ‘cause and effect’ branded in my thought processes right now as I look at all of the problems with Government and no less so when recently reading yet more bad news about struggling school pupils failing to catch up. But is anybody really surprised?

One of the greatest problems with modern government and law-making is that once an issue has been addressed, the people who have been put in place to deal with that issue then have nothing to do – unless of course they create something else to justify their existence. Have a good look at every area of life where some kind of policy has been created or exists and you might just begin to see what I mean.

The problem with this process is that whilst you can easily see that some things do benefit from being revised from their original form to meet a need which was not originally considered or indeed, to bring that a policy or law up-to-date to meet or to be applicable to contemporary need, the rise of the bureaucrat and ‘professional’ politician has led to unnecessary meddling and the creation of having laws for laws sake. This is particularly evident in matters such as education.

The value of education has been appreciated for a long time but the system we have probably began the headlong descent that we are now experiencing when the concept of real apprenticeships was lost and the school leaving age was raised to 16 in 1972. Speak to what some might call ‘old school’ educators and they will tell you that children were either ‘heads or hands’; the inference being that they were academic or practically inclined. Would you hear a teacher say the same in a similar conversation today? No.

The 1997-2010 New Labour project oversaw much of the destructive push towards blanket qualification levels which now seem to be the accepted way to enhance an evolving society. Put simply, the approach of such meddlers is to work on the basis that the easiest way to improve education is to make the education fit the population, rather than encourage the population to meet the demands of the time. Now is that real equality or just a twisted view of it which is taking our once highly educated and envied Nation backwards?

Everyone is different for many reasons, not least because of their genetics, demographics and social conditioning. It is therefore sheer folly to believe that by applying the one-size-fits-all mentality that you will create a perfect and fully functioning society by making everyone equal ‘by default’. We currently see high levels of youth unemployment and dissatisfaction with the system (Something apparently highlighted by the August 2011 Riots), but again no real attempts to address the causes of these problems being made by the very people who could genuinely make a difference.

There are many young people who don’t want to be in ‘school’ and others who just don’t get the benefit from a dumbed-down degree system where 3 years of undergraduate study provides what could be a lifelong debt and a qualification that industry views as useless, all against the backdrop of a Government that cannot afford to provide such diversions in the first place. The balance has been lost and somebody needs to get this all back where it should be so that each and every individual can follow a route to a career which gives them the best opportunities to realise all that they can achieve based on what they are capable of doing; not what some idealist in London thinks it right that they should do.

Rather than scratching heads about the escalating problems created by the decline in standards in education, why not get back to a basic appreciation of the fact that everyone has something unique to offer and that in itself requires real diversity of opportunities and not one which is offered by an encyclopaedic exam syllabus. Put 14 year-olds who have no academic inclination – or don’t recognise one at that age – into real 7-year vocational apprenticeships in industry and SME’s where time and application give them the career footing that they would otherwise never achieve?

Why not begin to rebuild the ‘time-served’ bank of talent and experience that no amount of schoolroom activity can provide our dwindling industries and hungry-for-help businesses with, in a cost effective way which reduces the burden on the State and will probably address all manner of other issues hurting society at the same time such as youth crime?

I can almost hear the ‘it won’t work because…’ right now. What – because of employment laws or other legislation? – That’s exactly the point and the very reason we are getting into more and more of a mess isn’t it?

Equality in Education has been destroyed 31May12 PDF_Vers1_29Mar26 Download