Education Performance

Simon Hughes Excerpts

Thursday 12th May 2011 Westminster Hall

[Elizabeth Truss]

My hon. Friend is right, and I believe that the Shanghai region of China is included in the study that I mentioned. The appetite for education in some of those countries—as shown by the thousands of applications for the Indian Institute of Technology—shows a cultural attitude towards education that will help drive those countries in the future.

In Britain, we hear the idea that introducing new subjects is somehow modern, or that it is inclusive to different types of people and that is what is wanted by employers in the broader world. That is simply not the case, and the accusation that it is somehow retrograde or old-fashioned to want those core subjects is wrong. We can see the subjects studied by our international competitors. The reason why those subjects are taken is that an in-depth study of an academic discipline provides a level of rigour and the ability to analyse and think, which prepares a person for any kind of job. Technology is changing rapidly, and we do not know what skills and abilities we will need in 20 or 30 years’ time. Studying an academic discipline to a high level gives a person that vital ability to think and learn. Such study is not an elitist or minority pursuit. If it were, how come 95% of students in Japan already study in that way? Why do many emerging countries aspire to study those subjects?

The system in Britain actively encourages students to study subjects that provide little return. I was pleased to hear the announcement earlier by the Secretary of State for Education that some of those qualifications will be removed from the league table, but I think we should go further and also remove low-quality GCSEs and A-levels that are not equivalent to the more rigorous core subjects. Our system hampers young people’s chances of going to university, particularly our country’s top universities. Computer programming can be studied at Oxford, but it requires maths, not an A-level in information and communication technology. A student is 20 times more likely to study A-level law if they attend a sixth-form college as opposed to a private school. If they take that subject, however, it will not help them to study law at a Russell group university, because that is specifically prohibited. Students are being misled about the kinds of subjects that will help them get ahead in life.

This debate is not only about the sort of subjects that people study, but about the way some subjects are studied. A combination of modular examinations and bureaucratic intervention has damaged the intellectual integrity of many subjects at A-level. I frequently hear academics in universities complaining that students do not have a holistic view of the subject, and that they have been taught a pick-and-mix of various elements and therefore do not have the deep understanding and practice that they need to move to a higher level.

[Simon Hughes (Bermondsey and Old Southwark) (LD)]

Before the hon. Lady leaves the topic of subject choice, I recently visited many schools around the country, and the strong message coming across from young people was that they become interested in, and start thinking about, what they want to do quite early—perhaps as early as year 6 of primary school or the first year of secondary school. By the time they receive what they regard as good advice, it may be too late to have an influence on the subject choices that they need to make to achieve their aspirations. The hon. Lady makes an important point; it is about starting early and not underestimating pupils’ competence.

[Elizabeth Truss]

I agree completely with the right hon. Gentleman. Too often, limiting choices are made early in a student’s educational career. I support the English baccalaureate because if that becomes a more general qualification, people will not limit their choices early on. The lesson from other education systems seems to be that delayed specialisation is a good thing, and that too much early specialisation has a damaging effect. I oppose the suggestion that GCSEs be taken earlier, for example, as I think that would be damaging.

[Elizabeth Truss]

I would not personally have such a system, but existing grammar schools do very well, and to abolish the most successful schools would be a mistake; we should improve the other schools instead. My point is about how wide a choice students are given in each school. I am all for freeing up schools and enabling them to select should they so desire. A school in my constituency, for example, wants to select the 20% of pupils who find school hardest. That is a good thing, because it will put a group of learners together to study and achieve academic qualifications. I am in favour of more flexibility, although I am not in favour of imposing mass-selection across the education system.

I was speaking about examinations and how they have changed. One of my concerns is that in trying to ensure that examinations are fair for all students, a lot of use of judgment has been removed. For example, rather than having multi-step questions in which a student has to think about where they want to get to, we have one-step questions that ask for a simple response. That has damaged the ability of young people to think, be flexible and solve problems.

Our system has also diminished the role of teachers, who, for too long, have been forced to jump through hoops. We have a textbook regime; many textbooks are designed by exam boards and are essentially “how to” guides on how to pass the exam, rather than engendering a deep knowledge and interest in the subject. I speak to a lot of teachers who spend their weekends preparing lessons for the week ahead and essentially reinventing the wheel in subjects that have been taught for decades, if not centuries. Teachers in other countries often use a respected textbook that enables students to study in their own time, rather than only in the classroom. One of our problems is that not enough responsibility for study is given to the student; instead, it is passed to the system. The student is seen simply as a cog in the wheel, or a sausage in the factory. A process that focuses on getting through the exam encourages students to value education as a piece of paper, rather than as a way of gaining and developing capability.

I am an ardent free marketer, and in answer to the question by the hon. Member for Cardiff West (Kevin Brennan), I generally support freedom. However, I question our current set-up of examination boards, which is not a free market but an oligopoly of three organisations in a system. The innovation mentioned by those exam boards often involves innovating a race to the bottom to put easier qualifications into schools. The system also involves an incredible amount of regulation from Ofqual, which I have criticised in the past and which consumes a lot of public money. There is a strong reason for us to look again at the examination system and at how it can be better delivered. If we are to have national standards for exams such as the E-bac, and if we are to regulate exam boards, does it make sense to have those three exam boards in their current structure?

The issue of textbooks urgently needs to be addressed. We are one of the only countries in the world with this exam board structure, and where textbooks are set by the exam board. In my view, that is a conflict of interest. It would be better if independent bodies produced textbooks that students could study, and with which they could take responsibility for their own learning.

I mentioned subject choice. I want particularly to address the issues relating to low-income students, because one of the worst aspects of our educational performance is how much we let down low-income students compared with other countries. The OECD particularly highlighted that in its report; 77% of the performance in UK schools is down to socio-economic background. That is the second highest percentage after Luxembourg.

On the point about subject choice, someone at a private school or grammar school is twice as likely to study A-level maths as someone at a comprehensive school, and three times as likely to study a modern language. Students at comprehensives are seven times more likely to study media studies than students at private or grammar schools. What we have is essentially a reintroduction of the secondary modern in our school system. That huge segregation is a big problem. I have met bright students who are studying subjects such as psychology and media studies. Realistically, they will not have the opportunity to go to Russell group universities. We need seriously to address that.

The other point to make about Britain is that a study from Chicago showed that we have the largest differential between the teaching qualifications of teachers teaching low-income and high-income students. We are actively giving worse teachers to low-income students compared with other countries. The present Government have made excellent progress in reforming the supply side of our education system—opening up academies, developing the free schools programme and reforming the teaching profession. I would like further reforms, including an abolition of national pay bargaining. I would like teaching to become a really well-respected profession, and would like teachers to lead on some of the issues that I have been talking about.

However, the reform that we look to across our education system cannot be just about Government. We have been through 25 or 30 years of education reforms that Governments have tried to drive from the centre. That has happened under both Labour and Conservative Governments. It has shown that a wand cannot be waved by central Government. There must be a change in education culture in this country, and that must involve many institutions and people. One reason why I was so keen to have the debate today was to open up the discussion, not just in Parliament but at national level, about what sort of education system we aspire to.

We need to end the mindset that trades off quality and quantity. It is possible to have a high-quality, high-quantity education system. Countries such as Japan and Germany show that. Germany shows that it is possible to reform a system that has previously educated just the elite so that it becomes a much more broadly based system. The Germans are doing well on that basis. The English baccalaureate is a good start to focusing on the core subjects. We need to widen the number of people taking it. Reporting it on a points basis would be a good idea. Reporting how every student does proportionally on the E-bac would be a good idea. I would like that to be extended to A-levels, so that we get rid of the divide in what A-levels students are studying in different types of schools.

There is a strong case for removing low-value A-levels and GCSEs from the league tables. I said earlier that I thought that there was mis-selling of some vocational qualifications that were given the same value as other qualifications. We are lying to students if we say that those qualifications are of equal weight and worth when they are not. All we are doing is putting our universities in a very difficult position, because they are not getting the necessary applications. We are not getting people ready to enter the top universities because they simply have not studied the necessary subjects.

[Simon Hughes]

I will intervene just once more; I have come here specifically to hear the hon. Lady. Will she accept that another thing that might help—consensus appears to be growing on this—would be for all schools to have to publish information about their successes in widening participation and access? That would enable people to know where young people go on to from a school—what they do after 16 when they have those choices. Once we start showing that to the wider world, people will start challenging those schools that have a poverty of ambition and a poverty of aspiration.