Fighting for Religious Education - MPs coming on board

Religious Education is the only subject where kids get the chance to ask really deep questions about big issues. It's not, as the secularisers would have us believe, anything at all to do with brainwashing or evangelism. It's about learning about religions and beliefs because they are an important part of grown up society, shape life-styles and drive values. Whether it's a religious belief, a humanist view or the belief of an atheist.  Perhaps its the name that's misleading in the 21st Century and perhaps we should call it Religion and Beliefs (but not Ethics or Citizenship!)

And that's why we need to make sure that it is not collateral damage in Gove's curriculum reforms. RE needs to be in the Ebacc and it needs its statutory status strengthened.

I will never again criticise my MP, Helen Grant (Anne Widdecomb's successor) for any lack of support on this issue. Not only has she written of her support, she has written an article on the issue in our local newspaper and written to Gove. She has just telephone me to confirm her support. She believes that RE is important - as do many MPs on both sides of the House. So, Helen...thanks for your clear commitment, and welcome to the fight.

Religious Education and parliamentary support

I've just had a letter from my MP, Helen Grant (Con, Maidstone and the Weald). She says, 'I have spoken to a range of people regarding this matter and have reflected on the situation personally. Having considered all the arguments put forward, I now fully share your concerns about the sidelining of RE within the curriculum.'  This is tremendous news and comes soon after a meeting that colleagues and I had with Roger Gale MP (Con, Thanet North). Roger's argument was that there was probably not much hope for the EBacc because Gove had made up his mind and that he never listened to anyone. However, he threw his support behind a campaign to protect RE as a statutory subject.  In a way both these views are right and we need to mobilise our MPs to support a two-fold campaign for both these ideals.

Roger Gale suggested we needed a national voice for RE rather than the fragmented voice we have at the moment. Hopefully, under John Keast, the RE Council will assume that role.

Something sensible suggested at last?

The proposals that may be emerging from the review of the national curriculum in respect of Key Stages 3 and 4 look as if, for once, the coalition may be about to do something sensible for education. Tim Oates, director of research at the Cambridge Assessment exam board and chair of Gove's 'expert panel' set up to review the national curriculum has proposed that those students who are less academic could be offered vocational-focused education, leading to an apprenticeship. The figure of 40% of students has been suggested, with vocational lessons starting as early as Year 7.

Now, this is either inspired thinking or it's a return to the sixties - or perhaps it's both. The difference is that, in the 1960s, government policy was always aimed at full employment - which meant an unemployment rate of around 3%. That policy was abandoned by Thatcher and has not returned, even under Labour. Look at it from the fat-cat perspective; high unemployment brings wage costs down and drives profits up.  However, let's go back to this wheeze of Oates's. It has got to make a lot of sense, to provide an education that best meets the needs of the students. Nearly 20 years ago I visited Kernahan High (now Kernahan Park High) School in Niagara, Ontario. This is a school where traditional academic subjects have given way to a whole range of trade-based skills  and it works really well. The School Board support it and the kids service the Board vehicles, cater Board events, maintain Board gardens and fund it all by building a house on the estate each year.

Perhaps this was the kind of thing Oates had in mind when he expressed the view in an interview with the Telegraph that  'England risks being left behind other developed nations because the country fails to offer students the chance to go down a “rigorous vocational route” at the end of secondary education'.  There, it's that international comparison element again.

The Coalition has long condemned Labour's vocational diplomas as too complicated - but then they did not have a lot of chance to get going before the Gove axe fell. Maybe, just maybe, this proposal is a good plan that might just benefit our young people and reduce the chance of their becoming NEETs. However, a generation of apprenticeship-ready young people need a thriving and growing economy in which apprenticeships will flourish - and there doesn't seem to be happening any time soon!

World class - but who cares?

It took a lot of people a lot of work and a lot of time to create what was collectively one of the best set of resources for educators in the world. The Qualifications and Curriculum Development Agency's site offered a superb range of teaching and planning resources; Teachernet gave instant access to the current guidance on a wide range of government education policy; Teachers' TV was a wonderful source  of video resources covering governance, leadership, teaching and support staff.

As a headteacher I made frequent and constant use of teachernet, for example for detailed guidance on exclusion or matters of school governance. Meanwhile, my staff used QCDA resources to help their planning and delivery of many aspects of the curriculum.  As a trainer I have made regular use of the excellent video collection on TTV and frequently speak to headteachers who use them for staff development.

In a world where our political masters bang on about Britain needing to be world class these resources were just that. It is doubtful if any nation could boast such a wide range of high quality and professional resources. You would expect Michael Gove to be a proud man.  And you would be wrong.

As part of his mission to take education back to the twentieth century one of the first steps taken by the Secretary of State was to deprive schools of these wonderful resources.  It was easy to justify, of course, on the grounds of economy - these website must have cost..... hmmm, how much would it really have cost to have kept these world class resources? We are left to conjecture what might have been the real reason for Gove to remove them. Surely, surely, his refusal to acknowledge that there was anything good about New Labour's education advances would not extend here?  Perhaps his 20th century thinking excludes them?

The QCDA resources and teachernet have already been consigned to the National Archives and tomorrow is the final day for Teachers' TV. The site will then be taken down.  They may have been world class but nobody noticed. And few cared. Certainly not Michael Gove or Sarah Teather.

A storm in a chalice

This furore about the Church of England preparing to open the doors of its schools to the children of non-believers really is a media storm over nothing. Even the most casual observer of education history will appreciate that Anglican schools have always been there to serve the community in which they are located. Let's not forget that, before state provided education began in 1870 the only volume providers of schools were Anglicans' National Society and the non-conformists' British and Foreign Schools Society. The schools they built were to serve not the denomination but the nation. This was different for Jewish schools, established to support Jewish tradition and teaching among Jewish children and to help migrants to Anglicise. It was also different for the Roman Catholic schools, established from the early 20th century to uphold Catholicism among the mainly Irish migrant communities.

It has only been in relatively recent years that the Church of England has been in a position to be able to restrict admission to members of the Anglican communion, with a small percentage of open places. This is a Roman Catholic model that has always sat uneasily alongside the founding purpose of CofE schools. Several years ago the Archbishops Council resolved to create more open enrolment, taking us some way back to founding principles. The recent remarks by the Bishop of Oxford, as Chair of the CofE's Board of Education merely confirm this intention.

The move, of course, only relates to the minority of Church schools who have had the dubious luxury of being this selective. Many Aided - and all Controlled - schools simply serve their local community as the founding National Society intended.  The proposals make a lot of sense and represent what must be the future model of faith schools within a state-funded system. It really does no good for sneering popularists such as Toby Young to make capital from a return to first principles. He and the more scornful sections of the press are making much of not much.

Gove speaks with forked tonge

Things are not exactly secure for RE in English schools under the Coalition GOVErnment. The strange thing is that its members seriously seem to think that they are protecting it!  Up and down the land MPs have been lobbied by thousands of people who are worried that this administration is determined to dump RE. Down here in Kent we have 14 MPs and, as Chair of Kent SACRE, I have written to the lot. Twice.

The standard way that MPs deal with such queries (after all, they are not necessarily experts in the field) is either to deflect the question with eyewash or to forward it to the relevant minister and then reply with a copy of teh reply. In Kent most of our MPs are pretty hopeless in dealing with the RE question, for example neither Greg Clark (Tunbridge Wells) nor Sir John Stanley (Tonbridge and Malling) have bothered to reply. Others, like Roger Gale (Thanet North) act immediately by passing the matter to the minister or secretary of state and then simply believe what they are told. Interestingly, the new MP for Thanet South, Laura Sandys, was one who did not bother to reply. Damien Green (Ashford) doesn't care about RE and isn;t willing to move a muscle but at least he replies.

Some of our MPs, on the other hand, are genuinely concerned and prepared to take action. Juilan Brazier (Canterbury) is one, Michael Fallon (Sevenoaks) is another. These men are robust in their support. So is Charlie Elphicke (Dover), who not only took the matter up with Mr Gove but went out of his way to tackle him about it. Helen Grant (Maidstone) promises support but leaves a sense of doubt about giving it.

There is an Early Day Motion to be taken before the end of this parliamentary session, which calls for RE to be included in the new Humanities E Bacc. The government line is that it is not necessary because iot is a compulsory subject. However the demonstrable reality is that, if it is removed from the GCSE agenda - as would happen if it was not in the Bacc - then it would effectively vanish from many schools. 'Compulsory' it may be but nobody is policing it and many schools have quietly dropped it - and nobody in government is prepared to lift a finger to have it reinstated.

So the government and its Secretary of State speak with forked tongues; the very alleged protection they say they are giving to RE is proving the be the means of allowing schools to drop it from their curricula.

And already we are seeing the impact; no GCSE > no A-Level course > fewer applicants for Religious Studies degrees > end of some university courses > fewer trainee RE teachers > less RE in schools.

Gove and the government know this. It's a pity they don't tell the truth.

Teacher Registration - a threat to democracy?

Almost the first thing that Michael Gove did when he emerged from the shadows to become Education Secretary was to announce the abolition of the General Teaching Council (GTC) for England. Sure a lot of teachers saw little return for their £33 annual subscription and Gove tapped into this sentiment by suggesting that the Council "acts as a further layer of bureaucracy while taking money away from teachers."

However, what seemed to be behind this was the notion that, in its roles of disciplining naughty teachers, the GTC had not been as robust as Mr Gove would have liked. So, rather than ensure that it was suitably robust in its decisions, he chose to abolish it, announcing that "I want there to be stronger and clearer arrangements in relation to teacher misconduct and I am not convinced the GTCE is the right organisation to take these forward." Presumably his Welsh counterpart did not feel the same as there seems little threat to the GTCW.

The teaching profession had waited many years and fought many battles - mostly with whichever union wanted domination - before ending up with a professional body. For years we had claimed we were a profession and now we had what other professions had; a regulatory and registering body. For all its faults.

It seems that Mr Gove wants teacher registration to continue and wants the (tough) regulatory function to continue so, while the GTC goes to law to look for a solution that will protect it, the Secretary of State proposes that these functions are taken into the Department for Education. And this will leave the legislature (parliament) also being the executive, carrying out the legislation through maintaining the teacher registration function and, it seems, being the judiciary, dispensing justice and clemency.

Is it not a tenet of democracy - and has it not been since Ancient Greece - that the three functions of  legislature, executive and judiciary should be kept separate?

Not in Mr Gove's democratic world it seems!