Tag Archives: NES

There’s still a lot of work to do – but let’s hear it for the NES

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?…

Latest writing

THE CRISIS OF THE MERITOCRACY

The crisis of the meritocracy: Britain’s transition to mass education since the Second World War

PETER MANDLER, 2020

Oxford: Oxford University Press

361pp, hardback, £25, ISBN 9780198840145

Cambridge historian Peter Mandler has a fundamentally optimistic story to tell about the growth of universal education in Britain over the last seventy years and one can sense his stubborn resistance to any more sceptical interpretation on almost every page of this dense and impressive history. Since the close of the ‘people’s war’ in 1945, Mandler argues, we have witnessed the rise of mass education, initially at secondary level, and more recently in higher education where participation rates currently nudge New Labour’s much vaunted promise of 50 per cent. Contrary to established narratives that have put this development down to economic growth or significant pieces of legislation, Mandler identifies the expansion of educational opportunity as the result of a constantly shifting interplay of demand and supply that has reinforced ‘the deepening compact between the individual citizen and the state which came with formal democracy and the idea of equal citizenship’. Education continues to be seen by the public as one of the ‘decencies’ of life’; hence the inexorable rise in demand for what Mandler often refers to as ‘more and better’.

In short, the people (sort of) did it themselves.

On the face of it, this is an attractive proposition, yet one that is oddly tricky to grapple with, given the mass of contradictory or partial information available to us concerning what the ‘people’ have wanted at any given historical moment or, indeed, who exactly the people are. Mandler deliberately employs ‘a promiscuous array of methods and sources’, sifting through realms of evidence from official publications, interviews, academic studies, pollsters’ findings and demographic surveys in an attempt to clarify the complex relationship between government policy, public demand and social change. This promiscuity encourages him to prosecute his subsidiary critique of the alleged tendency of academic disciplines to work in unhelpful silos. Economists and social scientists, he charges, have paid scant attention to educational expansion while educationists and political historians tend to ‘chop up long-term trends into short political segments’ with many on the left falling into a ‘declinist narrative’ in which the failures of a ‘divided’ Labour party feature heavily as a reason for a lack of genuine progress (an analysis Mandler anyway rejects). But we shall return to the problem of we whingeing progressives in a moment.…

Latest news & events

A Cold War Tragedy

Melissa will be in conversation with Anne Sebba about her new book, ‘Ethel Rosenberg – A Cold War Tragedy.’

Weds 15th September 2021, 5-6pm, in the Robert Graves Tent at the Wimbledon Book Festival.

More information here.

 …

Melissa Benn