EDUCATION FOR THE GOOD SOCIETY - Support

is no shortage of inspiring examples of goodeducational practice in Britain, and a constantflowering of educational initiatives. We can drawon the expertise and good will of headteachersand other education professionals, and the workof think tanks and inspiring initiatives such asWhole Education and the RSA’s Opening Minds.Film is a powerful medium for conveyingalternative realities, often more effective than therelaying of evidence in written form. The story ofthe transformation of the Alberta school system,told on film by students, teachers and parents,has an impact because seeing is believing andbecause skillfully made documentary brings tolife debate about values. Rhonda Evans’ filmsopen up the complexities of curriculum choice,collaboration and public value to a lay audience,demonstrating that an inspiring vision can betranslated into a reality that benefits all. 34 Recongise candour as a political weaponTruth is one of the first victims of political debate,as we try to pretend that it is only our opponents’case that is weak and inconsistent, their argumentis totally lacking merit, or there is no commonground between our position and theirs. Withbigoted opponents, this style of debate may winus supporters, but not with a sophisticated politicianlike Michael Gove, the current Secretary ofState for Education.Despite his maladroit handling of the BuildingSchools for the Future programme, Michael Govehas shown himself a skilled media operator, withhis defence of academies and free schools and,above all, his determination to take the fight tothe enemy.Who said, ‘The gap in attainment betweenrich and poor, which widened in recent years,is a scandal’? Yes, Michael Gove. Who said,‘By the time they reach university age just 45children out of a cohort of 80,000 on free schoolmeals make it to Oxbridge’? Who said, ‘On amoral level, this waste of talent, this blightingof individual lives, is an affront to decency. Andin economic terms, as we face an increasinglycompetitive global environment, it’s a tragedy’?Michael Gove, again.Not only is he determined to usurp the left’sterritory on educational inequality, he is alsoadept at rooting his policies, when it suits him, inevidence. There are three essential characteristicsthat mark out the best performing and fastestreforming education systems:• Rigorous research, from the OECD and others,has shown that more autonomy for individualschools helps drive higher standards.• Landmark work by Professor Michael Barberfor McKinsey, backed up by the researchof Fenton Whelan, has shown that teacherquality is critical, with the highest performingeducation nations having the best-qualifiedteachers.• And research again from the OECD underlinesthat rigorous external assessment –proper testing you can trust – helps improvestandards.Gove is also rather good at spotting the weaknessesin traditional Tory stances and fendingoff attacks:In particular we have to move beyond the steriledebate that sees academic knowledge as mutuallyexclusive to the skills required for employment;and rigour as incompatible with the enjoyment oflearning.Failing to grasp the complexity and appeal ofthe Tory message would be a big mistake. Sothe fourth step in our strategy is about taking aleaf out of Gove’s book. That means addressingstrongly held popular conceptions, or misconceptions,recognising shortcomings in the traditionalstances of the left, and beginning to tella new story about education that reflects thevalues of the Good Society. Above all, it meansgiving more attention to the way we frame ourarguments.Too often, we prefer to speak to ourselves,using language that excludes all but the educationprofessionals. The challenge to the centre-leftis to reach out to embrace wider concerns andbroader perspectives. One way of doing thatis by reminding our audience that improvingschooling involves a constant balancing actbetween doing the best for your child and doingthe best for all children: never one or the other.We have to provide evidence with accounts ofhow both have been achieved. And we will needto reassure our audience that we want what theywant for their children.3 See www.evanswoolfe.com/player/alberta1.html and www.evanswoolfe.com/player/alberta2.html.Education for the good society | 55