Time for change?
The fortune of a ‘public school’ and top university education still carries kudos in top level career paths, but the existence of a self-perpetuating, narrowing cycle of elitism has caused much recent debate.
Lifestyles have changed profoundly since the categorisation of social classes in the Victorian era, when we only needed to educate an elite class to rule the Empire. The vast majority of citizens required just a basic education to prepare for the farms, the factories or the armed forces.
A traditional cycle
Today, many parents who can afford to, still choose to send their children to ‘public’ schools. These children then access a disproportionately high number of places at our top universities.
After graduation, some progress, perhaps with the help of their contacts, into positions of power. And so the cycle continues. One look at the present cabinet may suggest that an elite education cycle is alive and well. However, the mere existence of this cycle sets us apart from our more enlightened European neighbours, where such a structure would be deemed unthinkable. We could ask why this rests uneasy with many of us committed to excellence and achievement through a universal, state-funded education system. Doesn’t elitism fly in the face of the mantra of equality of opportunity for all – embraced by all our political parties? Perhaps while the elite continues to hold the levers of power, there is no real incentive for them to improve a national system of education.
The merits of a comprehensive education
While this single issue could be at the heart of the challenge facing state education today, my personal experience leaves me optimistic about the future. I attended a Catholic, multi-cultural, comprehensive school in East London. With a steely determination to succeed, I went on to study at Cambridge in the mid-seventies. On arrival I was inspired by and in awe of the traditions, the magnificent environment and the tremendous educational opportunities on offer to a mainly public school educated peer group. Spending years in the state education system, I had interacted with peers and adults from all walks of life, I had experience of many diverse issues. I was not intimidated but I was prepared. Interestingly, whilst on entry the prized scholarships and exhibitions were largely held by the public school entrants, state-educated students had won the bulk of the awards by the end of the final year.
In the Associated Sixth Form of St Aidans and St John Fisher, this year eighteen students have received offers of places at Cambridge and Oxford. I firmly believe that they are better prepared than ever to thrive in their university education and beyond. They are not only ready for the academic rigour of their courses, but they are armed with the confidence and social skills to go on to take up positions of leadership in commerce, industry and the professions. Traditionally many of these positions would have been taken up by those educated in public schools, but I feel that state education offers high achievers just as much opportunity to progress if the personal drive is there, and society as a whole should recognise the benefits of placing intellectual merit ahead of simply social class. (The increasing price of top-level university education is an issue for another day!)
Education for all
I believe that the main challenge facing the English education system is not at the top, but at the bottom, where there is a further legacy of our education system. We have spent the last one hundred and fifty years steadily increasing access to educational opportunities and raising the participation age. Education is power. It gives people choice, whether their career path is academic or vocational. In contrast to many other developed and developing countries, it is sad that a decreasing but stubborn minority still perceive that the educational system has nothing to offer them. To ensure the full engagement of this group is the biggest issue that we face. Education can be delivered in many different formats and perhaps now is the time for society to change their views on the categorisation of social classes, and revalue the merits of apprenticeship learning. After all, the academic route is not for all, and many of our students who have taken a vocational route have gone on to be extremely successful business people.
In Harrogate, we are blessed not only with living in a charmed environment, we are fortunate to have a choice of outstanding state schools that offer parents and students real choice, diversity and consistently high standards (although it could be said that a subtle reminder of this is the inflated property prices within the area.) And yet our schools face that same challenge to motivate and provide an excellent education to enable each and every child to fulfil their full potential, whatever their social status, academic capability or talent. I know that my colleagues in all our schools are ready and committed to face that challenge.
Paul Jackson
Head Teacher, St John Fisher Catholic High School, Harrogate.
