There could well be at least a couple of years before another general election, certainly if the beleaguered and divided government has anything to do with it. And while Labour has committed itself to continue to campaign over the summer, there is an equally important job to do in the months and years ahead, which is to build on some of the bolder ideas to emerge during the election.
The crisis in school funding was at the heart of last June’s campaign but, as we see from concessions made by the government in the weeks since, and the re-appointment of the sensible and emollient Justine Greening as education secretary, the Tories now recognise that they urgently need to do something about the pay and conditions of public sector workers. Besides, it is highly unlikely that the next election, whenever it comes, will be fought on the same issues in the same way. Context is all.
All the more reason, then, to develop one of the most potentially significant proposals to be floated by Jeremy Corbyn’s Labour party, that of a National Education Service (NES): the joining-up of disparate elements of education from nurseries through schools to universities and adult education, free at the point of use. Corbyn himself has trumpeted the idea since his election in 2015 but not much solid detail emerged during those two years; nor did it over the course of the election campaign itself, with commentators concentrating on the headline issues (the Labour plan to abolish tuition fees) or giving the entire Labour offer short shrift on the grounds that it was not radical enough.
Whether this last claim is fair (and I would argue both that it is and it isn’t) there is room for a much broader, bolder vision. During the Adonis-Gove years official ideas about ‘education, education,education’ have dangerously narrowed, with government increasingly focussed on the secondary years where it has trumpeted a diluted version of the grammar school/public school curriculum to be implemented by dangerously under-resourced state schools, harried professionals and, indeed, non-professionals. In higher education, the values of business have come to dominate and distort the business of learning to the benefit neither of students nor academics. More broadly, I also wonder whether progressives have become so desensitised by years of Gove and co. that they now self-censor even their own best hopes and dismiss out of hand this idea of a cradle-to-grave education system, animated by a richer, deeper purpose, to be run in a different way?…