The draft Labour party manifesto, leaked last week, included some good ideas on education, such as the setting up of a national education service, which may turn out to be the one really big idea of Labour’s campaign. The draft manifesto also indicated that, if elected, Labour would do more than previous governments to reduce poverty and promote social mobility, introducing measures to redistribute wealth and using taxation to improve education and health services. Nobody would argue that these improvements depend on money alone – it has to be spent intelligently and in a well-evidenced, joined-up way – but equally there is no denying that by international standards we have invested too little and reformed too much in these areas.
There is welcome attention for lifelong learning and the role of continuous training in improving productivity in the leaked document, reflecting not only a growing recognition among policymakers that this has been neglected, but also the hard work of the likes of Gordon Marsden and David Lammy in forcing the issue up the agenda, nationally and within their own party. What I would have liked to have seen – and hope still to see – is some appreciation of the critical role of the family in bridging the gap between education and poverty reduction and, in particular, a commitment to supporting family learning as part of a coherent set of measures to ensure the effectiveness of educational interventions in addressing social issues such as poverty.
Family learning has been long neglected and, unlike lifelong learning, it is still to emerge from the shadowy margins of education policy thinking. But it feels to me, in many ways, an idea whose time has come. It has been shown to have a significant impact on the attainment of the children who take part in it, and an equally significant impact on their parents – whose desire to better support their children at school can be the hook that gets them back into education. A few years ago, I met a group of mums from Ely, one of the poorest districts in Wales, who got involved in family learning at their children’s school and went on to set up their own community projects, including a neighbourhood newspaper. Whereas at the start of their engagement, some had been afraid even to speak to their children’s teachers in the playground, they had become formidable advocates for their kids and for the community in which they lived. This is a very significant achievement but it is far from unusual. There are projects like this around the country, run by passionate educators, which demonstrate the huge difference family learning can make to the confidence, aspiration and achievement of the hardest-to-reach adults and children.
Just as importantly, family learning strengthens the bonds between the generations, encourages mutual respect and creates a more supportive, cooperative home environment. It allows adults to support their children and set them a positive, inspiring example. It shows children that their parents care about learning and about their learning, and it puts education at the heart of family life. It fosters the habit of learning, and a range of associated skills such as persistence, attentiveness and communication, and it bridges the gap between the classroom and the home, ensuring education does not end at the school gate. Research shows that children stand a better chance in life in their parents participate in learning. And, often, family learning is the key motivator for those the greatest distance from educational engagement. As educational interventions go, it is also inexpensive. And certainly it is much less expensive than dealing with the fall-out of blighted lives and frustrated opportunities in communities in which disadvantage is passed on from generation to generation and hope is in vanishingly short supply.
Family learning should be part of a coherent national approach to work, education and disadvantage that includes better support for further education and lifelong learning and steps to improve access to higher education for people from poorer backgrounds, including adults. Labour’s draft manifesto includes some laudable commitments on this score which should be part of a wider national conversation about how we pay for public services, including education, and whether we should look to increase our spending on areas such as education and health where we lag behind comparable countries. One thing that struck me about Emmanuel Macron’s campaign in France was the new French President’s willingness to put such questions in a sensible and straightforward way and his appreciation of the importance of establishing broad appeal. Yes, of course, you can have more of x, but more of x will be costly and will mean more taxation for some in the population – and that is a decision for us all to take together. If only we would capture some of that tone in UK debate about public services. The UK’s strongly pro-austerity, pro-government media acts like an attack dog at the merest suggestion of an increase in spending, slavering dementedly about ‘fantasy economics’ and ‘magic money trees’. Though it masquerades as serious journalism, this is a major impediment to the kind of debate we desperately need to have.
We need a serious national conversation about whether education, wealth and power should be more evenly distributed in our society. We need to ask whether we want the circumstances of a child’s birth to be the primary determinant of their life chances. To ask such questions isn’t Marxism – it is what politics should be about: priorities and how to pay for them. There has been a concerted effort, over many years, to prevent such a conversation taking place. Perhaps now, with an undeniably real (though for many not especially palatable) choice placed before the UK electorate, we can begin to have one. My fear though is that the divisive, tribal nature of British politics (and the entrenched and very powerful interests that like it that way) will prevent it. Long-term, successful change is impossible without a high degree of consensus, and consensus can only be built through open, inclusive democratic dialogue.
Today is the UN’s Day of Families, a day focused, this year, on the role of families and family-related policies in promoting the education and overall wellbeing of their members. We must ask whether we want to be the sort of society that neglects those families who can’t afford to stump up large sums of money for their children’s education – or the sort of society that values all its people and helps them learn to value themselves. Education must be at the heart of such an enterprise, with the role of family learning in bringing generations together and supporting the growth of more resilient and prosperous communities finally, and fully, recognized. The kind of society I dream of belonging to puts people first, no matter what their background, and invests to help them realize their full potential. That means putting families and how they learn and grow at the heart of our thinking. We should see the wellbeing of families and the opportunities they have to learn as inextricably linked.