Education

TRUE GRIT Education secretary Damian Hinds gave his first big speech at the Education World Forum in January, about the vital importance of learning from other countries and ensuring young people are able to thrive in a global economy. He also spoke of the benefits that come from sharing Britain’s educational excellence and know-how with the rest of the world. But he made it clear that he doesn’t believe education is all about exams and A grades. ‘There is much outside the relevant qualifications which matters a great deal as well,’ he said. ‘That you believe that you can achieve, that you can stick with the task at hand and

This week my daughter, 11, got the equivalent of a whopping scratch card win in the lottery of life; she got into the secondary school of her choice, an outcome partly determined by her being a Catholic, partly by dint of her entirely fortuitous proximity to the school in question. Some of her classmates are also going around punching the air, others, also baptised, aren’t, presumably on the basis that they didn’t live close enough. They’re a bit subdued right now, poor mites; at the age of eleven, they’ve got the sense that things haven’t really worked out for them, unless quite a few of the lucky ones turn down

Ever willing to exploit my children, I asked them yesterday just how many actual English children there were in their class at school – one’s at primary, the other, secondary. What, English-English, they said reasonably? You mean, both parents, plus born here? Yes, I said, which meant they couldn’t count themselves – they were born in Dublin. They thought about it for a bit. The elder said, counting on his fingers, that five out of 27 were English-English, with another three more half and half. My daughter counted 10 out of 27, if you include pupils from Guernsey and Northern Ireland, which I unwillingly conceded might count as British from

Shortly after midnight on 1 January my phone began to vibrate repeatedly. Happy New Year messages from absent friends? No, I was trending on Twitter — the third-most popular topic on the network after #NYE. The cause was a story about me in the next day’s Guardian that had just gone live. The headline read: ‘Toby Young to help lead government’s new universities regulator.’ Now, that is wildly overstating it. I’ve been appointed to the board of the Office for Students (OfS), the new body created by merging the Higher Education Funding Council for England and the Office for Fair Access — one of 15 people! But the Guardian’s spin

Bright but poor kids have been failed for decades. Since the abolition of grammar school expansion some forty years ago, an educational bottleneck has been created, through which children from disadvantaged backgrounds cannot squeeze. State primary schools are banned from teaching how to pass the 11-Plus test, leading to the creation of an incredibly unfair system. Full disclosure; I live in Kent (grammar school territory) and both my kids were tutored and sat the test: one failed, one passed, no big deal either way as I too had failed the 11-Plus (and the world kept turning). A private tutor was essential if my kids were to stand a chance of understanding the

David Lammy has been making headlines today, accusing Oxford of ‘social apartheid’ because it offers so few places to black British students. This claim is based on an FOI request Lammy submitted to the university asking how many black British A-level students each college has offered places to in the last six years. The most eye-catching statistic is that 10 out of 32 Oxford colleges did not offer a place to a single black British pupil with A-levels in 2015 and Oriel College has only offered one place to a black British A-level student since 2010. There is no doubt that Oxford does admit too few black British students, but

I am currently wrestling with a dilemma. I have agreed to contribute to a panel discussion on character education at University College London, and while I generally applaud schools that try to inculcate qualities like perseverance, resilience, the ability to defer gratification, etc, I am not entirely convinced that these virtues can be taught. Should I swallow my scepticism, or gently point out that it’s naive to expect schools to achieve much in this area? The panel will be discussing an essay in a periodical called Impact in which philosophers write about education policy. This essay by Randall Curren, a professor of philosophy at the University of Rochester, New York,

Are British teenagers suffering from an epidemic of mental illness? Yes, according to a ‘government-funded study’ which found that 24 per cent of 14-year-old girls are suffering from depression. This has been seized upon by critics of Conservative education policies; they see it as ‘proof’ that the increased focus on teaching children knowledge, as well as more frequent testing and the GCSE reforms, have literally driven children mad. ‘One in four girls is clinically depressed by the time they turn 14,’ reported the Guardian. I’m sceptical about this and I took a look at the research carried out by the Centre for Longitudinal Studies, which is based at UCL Institute