Education

Thursday

Yuan Ren

Importing the gentleman

 Beijing Gerard Manley Hopkins said that if the English had done nothing but ‘left the world the notion of a gentleman, they would have done a great service to mankind’. He was right. Yet in Britain today, you’re so very embarrassed by what we regard as your greatest single industry — turning out polished young people. Here in China, we look at the education statistics you view with horror — the ones that show how independent schools teach just 7 per cent of the population and yet their alumni account for 51 per cent of solicitors, 61 per cent of senior doctors, 67 per cent of Oscar winners and 74 per cent

Wednesday

Fraser Nelson

The problem with Btecs – a response to Pearson Plc

When I wrote my last Daily Telegraph column critical of Btecs, an exam now taken by about a quarter of English university entrants, a friend of mine in the world of university admissions told me to wait for the reaction of Pearson Plc, which owns Btec. While A-levels and GCSEs are rigorously examined and discussed, Pearson get away with releasing very little data about Btec and plough a lot of money into marketing their exam. And they don’t very much like it being criticised. Rod Bristow, the president of Pearson UK, has written to today’s Daily Telegraph suggesting that I was wrong to suggest that Btecs have gone through serious inflation – and, ergo,

Friday

David Willetts

Will Theresa May’s grammars undermine David Cameron’s free schools?

Grammar schools remain one of the most highly-charged issues in domestic politics. There is bound to be controversy about how to boost social mobility and educational standards. But grammar schools bring to the surface other deep undercurrents as well. Were things better in the 1950s? What was Margaret Thatcher’s role in closing so many of them and did she want to see them brought back? Does the call for more grammar schools represent the best of authentic politics shaped by our own experiences, or does evidence-based policy making mean going beyond that? And it is where the Conservative Party fights its own version of class war – those who were

Thursday

Toby Young

Are grammar schools more meritocratic?

‘It is highly unlikely the Prime Minister has read the book,’ my father harrumphed, commenting on the appropriation of the word ‘meritocracy’, which he invented to describe a dystopian society of the future in The Rise of the Meritocracy. That comment appeared in a 2001 article for the Guardian and the Prime Minister in question was Tony Blair, but I expect my late father would have been equally unhappy about Theresa May’s misuse of it in her education speech last week. In fact, he probably would have been even more cross because the book, which was published in 1958, was a thinly veiled attack on grammar schools. Like his close

The Spectator

Defending Dave’s legacy

It is too early to tell what sort of Prime Minister Theresa May will turn out to be, but we already know who she does not wish to be. From the moment that she arrived in Downing Street she has been inclined to define herself as the Conservative antithesis of David Cameron. She has developed a code for it, saying she’s for ‘the many, not the privileged few’ — as if she is still seeking to portray the Tories as a Nasty Party that must wash away the memory of its old leader. David Cameron got the message and resigned this week: next, he’ll be airbrushed out of No. 10’s

Rachel Wolf

Bad grammar

It is almost mandatory, if you want to discuss grammar schools, to swap personal histories. Here’s mine: I am the beneficiary of three generations of social mobility, three generations of academic selection. My grandfather won a free scholarship to a public school (Christ’s Hospital) and left school at 16: his family needed him to work. But his education allowed him to become achartered surveyor. Both of my parents enjoyed free, selective education in schools that now charge about £16,000 a year. My brothers and I won scholarships to private secondaries. The alternative comprehensives were poor quality and a bit scary — my parents were faced with terrible state-school options. Then

Rod Liddle Rod Liddle

From now on, we must all be equally stupid

A lecturer at a reasonably well-respected northern plate-glass university was somewhat perplexed by a student who complained about her poor marks for an essay. She had a statement of Special Educational Needs. She insisted that this had not been taken into account in the marking of her paper. My acquaintance was hauled before the university authorities to explain why he had marked her so low. ‘Because it was awful work, the work of a cretin,’ he replied. Ah, perhaps, they told him. But you haven’t taken into account the fact that she has Special Educational Needs. That’s why the paper was awful. So you need to allow for that fact

Matthew Parris Matthew Parris

A remarkable testament of hope for Zimbabwe

‘One who never turned his back but marched breast forward, Never doubted clouds would break, Never dreamed though right were worsted, wrong would triumph Held we fall to rise, are baffled to fight better, Sleep to wake.’ This comes from Robert Browning’s ‘Epilogue’. It is quoted (though not of himself) in a staggering book by an author who in my eyes holds as good a claim to exemplify its spirit as anyone in the 20th-century history of Africa. Yes, anyone, including the many brave black freedom fighters, from Nelson Mandela down, who kept their heads held high when the odds seemed all against them. Even on Robben Island, even in

Tuesday

Andrew Sabisky

The education Green Paper is surprisingly bold

Yesterday afternoon the government released a new Green Paper which focussed on its initial proposals for expanding the number of high-quality school places throughout both the primary and secondary sectors. This task is particularly urgent given the existence of a demographic bulge currently passing through the primary year groups. The proposed reforms are united by an overarching theme, which is a desire to provide a higher-quality education for the children of those parents who are ‘just about managing’ (a phrase the document frequently returns to), and whose earnings are just above the free school meals cut-off (around £16,190). The paper tackles the problem of how best to meet the needs of this group

Gavin Mortimer Gavin Mortimer

Liberté, égalité, securité is the new normal for French schools

My daughter started secondary school on 1 September. She was very excited. I wish I could report that she skipped through the gates on her first day, but this is France, and no child skips through school gates in 2016. Instead she stood in a queue outside the entrance, as one by one she and her new classmates had their satchels searched by a pair of security guards. Not that I’m complaining. In fact if I did have a gripe it was that the security was too light. According to Bernard Cazeneuve, France’s interior minister, 50m euros has been provided to tighten security at schools and colleges, and more than 3,000

Monday

Theo Hobson

Why CofE schools must resist becoming more religious

The Church of England’s relationship with state education seems simple enough. Its schools have been a major source of strength, significantly slowing its rate of decline over the past few decades. Many congregations have been swelled by parents seeking a better-than-average state education for their offspring. From an Anglican point of view, what’s not to like?  Well, this: selection by church attendance is unpopular with those who do not benefit, giving the Church an image problem with its non-members. This makes some of its members, including me, uneasy. Also, the integrity of church attendance is in doubt, in parishes near a popular school. The cliché of the pushy parents faking

Saturday

James Forsyth

Cameroons fume about May’s grammar school plans

Theresa May has picked the first defining fight of her leadership—and it is the same one that David Cameron chose. But, as I say in The Sun today, she has picked the opposite side from him: in favour of, not against, more grammar schools. Cameron’s opposition to more grammar schools infuriated many Tories, particularly those who were grammar school educated. They objected to a privileged public school boy telling them that they couldn’t be more of the schools that had done so much for them. May, by backing grammars, is sending out a very different message. She is showing these Tories that she’s one of them, a grammar school girl.

Thursday

Andrew Sabisky

Do ‘tutor-proof’ grammar school tests exist?

As part of its plan to expand the number of grammar schools, the Government has proposed making ‘tutor-proof’ tests. Unfortunately, this is more difficult to accomplish than Theresa May imagines and even if it were realistic, it might not solve the problem of under-representation of poor children in grammar schools. It’s possible to make this argument thanks to the large amount of scientific literature on the effects of practice and coaching on cognitive test performance. This is based on the popularity of such tests in job and educational selection over the decades and the results are both clear and consistent. Practice and coaching do have positive effects. What’s more, coaching has an effect over and above

Laura Mcinerney

Technical hitch

Godwin’s law says that the longer an internet discussion continues, the more likely it is that a Nazism analogy will be used. Grammar school debates have their own law. At some point someone will say: ‘Grammars are fine, but do you also want more secondary moderns?’ It’s a fair point. At the height of their popularity, grammars gave an elite education to around 25 per cent of the population who passed the 11+ exam. Secondary moderns took in the remaining 75 per cent and typically struggled for it. Highly qualified teachers flock to schools with the smartest children. Poorer children, meanwhile, congregate in secondary moderns, and come with a higher

Isabel Hardman Isabel Hardman

Tory backbenchers toe the line on grammar schools – for now

There were two striking things about today’s urgent question on grammar schools. The first was that MPs were told far less by Education Secretary Justine Greening than the 1922 Committee of backbench Conservative MPs was told by the Prime Minister last night. As James revealed yesterday, Theresa May explained the policymaking process for new grammars to her MPs, but today Greening would merely say that: ‘We are looking at a range of options, and I expect any new proposals to focus on what we can do to help everyone go as far as their individual talents and capacity for hard work can take them. Education policy to that end will

Tom Goodenough Tom Goodenough

Theresa May’s grammar school plans provoke a mixed reaction

Theresa May has told Tory MPs she won’t ‘turn back the clock’ on grammar schools. But she also didn’t rule out some expansion in the system of selective schools. How those two thoughts reconcile with each together will become clearer when the Government reveals its plans for school reform soon (this being Theresa May, we won’t be expecting a running commentary). Yet even the scant details which have emerged so far have provoked a predictably mixed reaction. Shadow Education Secretary Angela Rayner said the plans were ‘shambolic’. You can listen to her criticism here: And Alan Milburn, who chairs the government’s social mobility commission, is perhaps the most outspoken voice this

Martin Vander Weyer Martin Vander Weyer

Mrs May the ‘Student Killer’ should count the cost of her visa crackdown

In the post-Brexit landscape whose shape was barely glimpsed in G20 discussions at Hangzhou, one thing is clear: soon we’ll have to stop waffling about trade deals and start pushing British products the world wants to buy. One such is education, at our universities, independent schools and English-language colleges — an export sector calculated in 2011 by the now defunct Department for Business, Innovation and Skills to be worth £17.5 billion. Not only does this sector attract foreign exchange, plug funding gaps for cash-strapped universities and support thousands of jobs, it also lays the ground for future relationships with students who return home to embark on business careers. And as

James Delingpole James Delingpole

What you learn when you learn a poem by heart

I’ve just learned by heart another poem — my first in nearly 30 years. The one I chose was A.E. Housman’s ‘On Wenlock Edge’, not for any special reason other than that it’s part of the canon and that it happened to be in an anthology conveniently to hand by the bath when I decided to embark on this new venture. When I started, it was purely for the mental exercise. (I mean, nice though it is to be able to quote lines of verse, I can’t conceive of many circumstances when I’ll be able to wheel out a phrase like ‘When Uricon the city stood’ and be congratulated for

Camilla Swift Camilla Swift

Editor’s Letter

In August the papers were full of smiling pupils clutching their exam results. Now we’re in September, when children and teenagers across the country are taking the next steps in their academic lives, be that starting school, switching to a new one, or moving on to university or college. Navigating today’s education system can be mind-bogglingly complex for parents, so I hope this magazine will help to stimulate debate and shed light on new developments. For this issue we have given Spectator Schools a light facelift, introducing some new columns. In Talking Heads we meet Keith Budge, headmaster of Bedales. And in My School Trip Katy Balls tells of her

Ross Clark Ross Clark

Out but not down

No group of the population voted to remain in the EU more enthusiastically than students. According to the polling organisation YouthSight, 85 per cent of them voted to remain, and among the 15 per cent who voted leave, 17 per cent say they now regret it. Moreover, the idea that students were too lazy or drunk to turn out to vote is a gross calumny on the young, according to the survey. It found that 87 per cent of eligible students turned out to vote — compared with 72 per cent of the general population. What it didn’t reveal is how many students voted more than once. My biggest shock