In Depth Look at Education

Summer time is here. I can't help noticing though that the nights are beginning to draw in before the summer has even started (not counting the hazy days of early spring).

But traditionally summer is the time for all of us to recharge our batteries and start to plan for the new term - whether school, college, university, or Parliamentary session. 

Last year I hit upon the idea of doing a series of short pieces on environmental related issues. I used those articles to set out the issues that I thought our Government should be responding to. In the course of the following session there were lots of developments to report - including the environmental North Staffordshire Agreement which was adopted by a range of leading organisations. This is a template and basis for local action. From Parliament we had the proposal of a Climate Change Bill which will be enacted when the House of Commons returns. And internationally, of course, the Government has been leading on negotiations to get all nations to address this issue through the range of measures from emissions trading schemes to proposals for new houses to be built with zero carbon emissions.

Slowly we are learning to adapt to and prevent climate change.

The extent we succeed in doing this will depend on whether we can educate the world. That might sound like an over the top statement but I believe that while education has always been the rock of civilised societies there is now an urgent need for us to reassess how we educate.

So I thought that this summer would be a good time to look at the basis of our education system, the changes that Gordon Brown has set, and the responsibilities that we all have to lifelong learning and to keep abreast of the changes underway.  I think that there is an urgency with which we need to adapt and find new skills to deal with the issues the world - here in North Staffordshire and globally - is facing.

What stands out for me is the way everything is connected to everything else. Ending discrimination, creating a fair society and a fair world is linked to the global economy and competitiveness and to the real threats if we do not learn to live within the earth's natural resources.

So in the coming article I will be looking at the whole cycle of education - and I hope that this can inform the way I work with constituents in the new Parliamentary session.

The education system in North Staffordshire

I want to start by looking at the broader bigger picture across Staffordshire.

Thousands of people are employed in education, and many more are involved as governors at schools, colleges and universities. In the course of my work in the local community, I am constantly meeting governors who serve their local establishment with great pride, commitment and belief that they are making a real difference to local standards.

I can't help but share with you a conversation with a recent acquaintance, who asked whether I had ever visited Parliament and Westminster. They had simply not understood the role of a Member of Parliament. Which made me think that if governors don't understand the role of Parliament, there may be a gap in understanding for many people involved in education? Maybe they don't always see the bigger picture within which they are operating?

How is education organised locally? How much are decisions made and how much are they dependant on national policy guidelines and legislation? And how much of a difference is made by having good headteachers with leadership skills and a strong management team?

We have one education authority that runs schools in Staffordshire, and another one for Stoke-on-Trent. I represent schools in both education authorities, and have been proud to see the successes of recent years.  All of the high schools are becoming specialist schools and all have positive Ofsted reports.  From the specialist Sport College at Holden Lane, to the Arts and Drama specialism at St Margaret Ward, we are starting to see real centres of varied expertise dotted across the constituency.

At Endon we have seen already seen how the award of mathematics and computing science college status has influenced nationally policy thought the decision by government to make financial services education a central plank of the curriculum.

We have also seen the difference that extra Government funding has made for our schools. Funding per pupil is now over fifty percent higher – a full £1,680 per year – higher than in 1997. This has paid for thousands of new teachers and a there has been as much new school building since 2001 as there was in the preceding 25 years.  I am really proud to be part of this investment in our future which education spending means.

Stoke-on-Trent is in line to get £180 million to rebuild its secondary schools. So there is a big challenge to plan the best use of this capital programme.

Locally, we also have two universities – Keele and Staffordshire – although you would not immediately be aware that Stoke-on-Trent as the main city centre is associated with these two universities. I think that there is enormous potential for these universities to be more involved with the regeneration underway, bringing the traditional academic work out into every day life.

Sure Start and early learning

Of course, I think education has to start with early learning……

Traditionally, I feel that there have not been enough early learning opportunities in Britain.  Experts say that the preschool years are often the most important in a child’s development. It is hard for some to believe, but studies showed a huge disparity in children starting school – too many have poor language skills and are not used to communicating with adults, or other children, or sit at a table and use a knife and fork.  So it is absolutely right to be focusing attention on improving parenting skills to help give children the best start in life.

Every Child Matters is the name for the Government’s approach for the well-being of children.  No matter what their background, the Government aims for every child to: be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being. In 2000 a Children’s Fund was set up to help disadvantaged communities, and a Children’s Commissioner was appointed in 2005 for the first time to oversee this in England.

But really, action needs to be taken locally for the biggest effect to be had. I lobbied very hard for Stoke-on-Trent to become one of the first places to benefit from the Government's Sure Start scheme. This has now been rolled out nationally.

Sure Start Children's Centres are a ‘one stop shop’  where parents can go to access services from primary care trusts, local authorities, Jobcentre Plus, education and childcare providers, social services, and community and voluntary agencies.  With so many places to turn to help, it can often be difficult for a parent to know where to get the best support for their child’s development.  That’s where the Sure Start scheme comes in.

I look forward to the success of the Sure Start Children's Centre incorporated into the stand at Port Vale.  This is at the heart of our constituency and will also provide good quality child care.  I know that child care like this is both a way for parents to pursue their own employment and life long learning, but also a great way for children to prepare for primary school and make the most of that.

The Nursery Education Grant means that every three and four year old is entitled to a two and a half hour childcare session, five times per week, for 33 weeks of the year.  This is issued as a voucher and can be redeemed at many local authority or private child care centres.  I think this is a good scheme to make sure that all children have access to quality childcare, but I am hoping to see it extended.  More about this can be found at:

http://www.childcarelink.gov.uk

Universities

Education is more than about schools, it is about how we understand the world and take part in it.  I am going to look at universities, and the role that they have in our local communities and in our changing world.

North Staffordshire should be proud to be home to two strong universities – Keele and Staffordshire. I have always valued my links with both and last month, I was really thrilled to get a letter from the Vice Chancellor of Staffordshire University, Christine King, asking if I would accept an honorary doctorate from the university. Along with other honoraries, all with a Staffordshire connection, I want to do all I can to link the work of the university with the area it serves.

Universities should not just be about a small number of people attending lectures and looking at texts and data.  Although this obviously needs to continue, I strongly believe that universities can play a much bigger role in the community around them.  It would be great to see them partnering with local schools – I think that both would gain a great deal from teaming up in this way. 

And local businesses should see where they can work with a local university.  Often so called ‘clusters’ of similar companies develop around a university which has an expertise in a certain area.  Keele University, for example, is known for its work in medical science, and North Staffordshire is becoming known as a place to do business in this field.  Often, this is because discoveries which are made at the university, are ‘spun off’ into new companies which can make the idea a business reality.  This is at the root of creating a modern economy in North Staffordshire, and also making sure that there are jobs available so that recent graduates don’t have to move to Manchester or Birmingham in search of work.

Last year, I was pleased to participate in a Royal Society scheme, where I undertook a placement working with Keele University scientist, Dr John Dobson, and he spent some time shadowing me.  It was a fantastic opportunity for a scientist to learn more about Parliament, and also for me to understand more about what a modern university like Keele is doing and the way that science is being taken forward.

The Prime Minister has set out the challenges for the UK to play its part in the global economy. This means students from ours benefiting from a university education.  Recent changes mean that from 2008 there will be more financial support available than before: grants will be available for those in households earning up to £60,000 per year. There are also an ever increasing number of courses, some of which can lead directly into an employment scheme.  No matter what age or stage you are at, I would encourage you to look at the courses and schemes that are out there. 

More information about that can be found at: http://inourhands.lsc.gov.uk/

Back to School/ Education Maintenance Allowance

Education is maybe the most important single component in the community in North Staffordshire.  It’s the ticket to our area’s future and I am committed to seeing world class education at all levels.

Education is a huge privilege and I know that it remains it can be difficult for many young people to stay on at school when money is tight. 

This is why I am pleased to see the Education Maintenance Awards doing so well. For students staying on in school or education after 16, the Education Maintenance Allowance (or EMA for short) could help out to the tune of £30 a week. The money’s paid directly into a bank account and is there to help with the costs of staying in education – for example, books, travel or equipment.

We could claim that EMAs were made in Stoke-on-Trent. The city was involved in a pilot scheme to see if they could make a difference in helping students stay on to get the skills they need to do well. I well remember the sense of injustice amongst some students from Endon and Brown Edge because they were outside the catchment area for the pilot areas and could not benefit.

The good news is that EMAs are now available everywhere because they were shown to make a real difference. So now everyone in the country can benefit, subject to certain eligibility criteria which are there to make sure that the people need them most are the ones which benefit.

So, as parents, teachers and pupils prepare for the coming academic year, I hope that we can all take a renewed focus on education in the local area.  In particular, I hope that our schools and colleges can focus on the important issues of the day – from climate change to globalisation, to make sure that our area is ahead of the game in a changing world.

Meanwhile, the Government has announced radical changes for EMAs from 2008 onwards.

The Secretary of State, John Denham, announced last month that all those 16 years olds who qualify for an Education Maintenance Allowance will be given a firm guarantee of the amount of financial support they will receive if they choose to go on to participate in higher education. I hope that this will help potential university students know at an early stage what financial support they can expect.  I know that going to university can be a big decision, and I hope that this will help make things a little more certain.

UNIONLEARN with the TUC

Trade Unions have an obvious place in the workplace.  They have done phenomenal work over the last century in campaigning for better workers rights, and in protecting millions of workers from dangerous conditions and unjust working practices.

Now with Government help they have the opportunity to extend the way they support working people. The biggest asset that any worker can have is her or his skills and education.  These will put an end to poor pay and exploitative conditions faster than anything else.

I have been writing about what education means in North Staffordshire over the past month and this week I am going to look at how unions are part of that story.

One of the first things that the Labour Government did to improve skills when it came to office in 1997 was to create the Union Learning Fund. I supported the idea that this could be used to promote activity by trade unions to help create a learning society.  I think that there are clear links between the learning and organising agendas for unions.  And often, unions are in a unique position to advertise the importance of gaining skills and increase the demand for learning. 

It’s important to remember that this is all good for the employers and the local area – successful businesses run on trained staff and I think the this is helping everyone work together to achieve that objective. And ultimately, more successful businesses mean more job opportunities.

It has been encouraging to see that unions from around the country have taken up the opportunities and have come together under banner of the TUC’s unionlearn.

I am pleased to say that North Staffordshire is home to a successful union project to increase learning, education and skills.  Unity (formerly CATU) has been running the Workforce Development Project since 2004. It brings together a whole range of organisations to fund a really impressive programme which works with employees who may be facing redundancy in the future, but don’t have the skills to make the life choices they would like.  They offer everything from confidential advice to free training.  They have helped people become everything from publicans to painters.

I think this is an example of how a small amount of Government money can be well used by an organisation that knows what is needed.   4,500 people in North Staffordshire have been helped so far, and if you would like to know more then I would encourage you to phone the Project on 01782 266 775.

Other unions locally have also set up access to computers, and training courses for their members. Nationally, the TUC have increased the number of learning reps by 3,000 to 18,000.  The number of people who accessed courses through the union route went up by 50% to 150,000.  For more information on this, go to:

www.unionlearn.org.uk

Citizenship education

Now it is time to concentrate on a broader sort of education – learning about citizenship.  This is less about what education is, and maybe more about why education is important.

Citizenship is a really hard term to define.  Broadly, it is about understanding the world around you, feeling empowered to make the most of it; knowing how to do just that, and also how to be part of changing it. It certainly isn’t just about Westminster and institutional structures. It’s about being more involved in the local area, in national campaign issues and generally being active.  This could mean organising, making decisions, making new connections and being responsible. There are all kinds of examples of how this can evolve. Like minded people working together on issues has led to the setting up of neighbourhood associations, trade unions, special interest groups, voluntary associations and all manner of support groups.

I think that it is important that people of all ages are part of this citizenship agenda. There is no reason why somebody aged eight shouldn’t be as involved as somebody aged 80.  I see part of my role as Member of Parliament in this constituency to encourage and support people who want to learn about their community and get involved.  Do let me know about the projects that you are involved in, and I will support them where I can.

I also see my role as educating people of all ages about the work that I do and the work that Parliament does.  Obviously, people of all ages can always learn more about the political process. We are all on a curve of continuous learning and understanding, and after twenty years as an MP, I still learn something new every day! 

But my focus at the moment is on young people.  I am determined to dedicate as much time as possible to inspire younger people to voice their concerns and passions. Schools can do much to promote this through school councils.  But what happens when children move on?

I am asking all readers for ideas.  How can we get young people interested and informed about all that it going on around them?  I am planning to write to schools, youth organisations, and young people themselves over the coming months.  What do you think I should be doing to help young people learn about citizenship?  Some of the ideas I have include:

o        Encouraging local schools councils to take a greater role in involving the wider school and youth community, in local and national decision-making.

o        Regular visits to Westminster

o        Meeting school councils

o        Sending out comprehensive information packs to schools and youth organisations with updates and resources of where to get support, resources and funding.

o        Working closely with the Youth Parliament and Stoke MYPs

o        Working with young people in particular relation to issues such as fair trade, the environment, globalisation and citizenship.

I have already contacted many local organisations. The response was good. And everyone contacted has recognised the potential, and has welcomed my involvement. I am also contacting a whole range of schemes and programmes which are run on a national level, but which could work in unison with local youth organisations in Stoke-on-Trent.

More can be found at:

www.citizenshipfoundation.org.uk

www.changemakers.org.uk

www.byc.org.uk

Skills and apprenticeships

I have already said that education should also be relevant and accessible.  This is why I am so pleased to see the re-emergence and increased take-up of apprenticeships over the past couple of years.  Apprenticeships are on the job training schemes, which have gone through a number of reinventions over recent years.  However, the idea has remained the same: that for many jobs, the best way to learn is by doing.  This concept is therefore at the heart of a training programme which will bring together some work experience and some formal education.  The apprentice is left at the end of the scheme with a qualification and some experience – invaluable when going out job hunting early in a career.

It is good to see Stoke-on-Trent College promoting apprenticeships and I am equally proud of the construction skills centre there.  Now the drive is on to make employers aware of the benefits of hosting apprenticeships.  I think that if we can do this, then there is no reason why North Staffordshire should not be leading the West Midlands as a centre for skills.

So how do apprenticeships work in practice? More can be found at www.direct.gov.uk, but there is a choice of more than 180 different apprenticeships in over 80 different industries. These include accountancy, business administration, construction and food and drink manufacturing. Within each sector, you can choose between doing an Apprenticeship or an Advanced Apprenticeship. With most lasting between 12 and 24 months, some do take up to five years. The exact length of time depends on the profession you choose, your ability and your employer’s needs.

If you start as a trainee, you will go on a ‘Programme Led Apprenticeship’ and this will let you apply for the Educational Maintenance Allowance. If you start or progress to an Apprenticeship as an employee (known as an ‘Employer led Apprenticeship’), you will receive an income of at least £80 a week.

All Apprenticeships and Advanced Apprenticeships lead to an NVQ, a Key Skills qualification and in most cases a Technical Certificate such as BTEC or City & Guilds Progression Award. Of course, you might want to use these qualifications to progress further and get into higher education.

There are special Young Apprenticeships if you’re aged 14 to 16 which help you get a taste of real work while you are still at school.  And I am pleased to say that the Learning and Skills Council is currently developing ‘Adult Apprenticeships’ for people over 25. Adult Apprenticeships will include all the elements of an Apprenticeship, including Key Skills and NVQs and they are currently being trialed in the engineering, construction and health industries.

To find out more about Apprenticeships, including how to apply, call the free national helpline on 08000 150 600 or got to www.apprenticeships.org.uk

Programmes like this are absolutely essential.  With a changing global economy, the only way that we can retain and attract higher paying and sustainable jobs is through the quality of our workforce.  North Staffordshire does have a bigger mountain to clime than many surrounding areas as fewer people do have the intermediate and advance skills that are becoming more and more necessary.

However, I believe that with the right ambition in place and with all the extra funding for skills which has become available, it will be possible to get the education in place that is needed.

If you would like to find about more about the options which are available to you – no matter what your age or stage – then I would recommend that you log on to http://inourhands.lsc.gov.uk You may have seen the TV adverts as well. It is also worth visiting if you are an employer and are interested in what skills can do for your firm, and the programmes that are available to help your employees get them.

International Development through education

But of course, education is important the world over. 

I have been very pleased to work with some of the local organisations which raise awareness of education issues in developing countries.  It doesn’t take a lot to realise how much we take for granted in this country and how much in our education system we have to be grateful for.

In our constituency we are fortunate to have Own Powell organising a lecture course for adults at Keele University. Every year Owen entices leading people from all over the country to come to North Staffordshire and speak on peace and conflict resolution issues.  The lecture series starts on 27 September and will include speakers such as Sir Trevor Macdonald and Baroness Jay.  If you would like to know more, then do phone Owen Powell on 01782 534 934.

There is now a broad agreement that climate change is the biggest issue facing the developing world, and that it will adversely affect poor countries more than us here in the developed world. Everything from changes in agriculture to climatic catastrophe must be prepared for. This is at the same time as countries try desperately to develop and improve public services and create jobs.

I think that education is the most important single factor to make all of this happen.  Education can help people understand that problems that they face, but also take charge of the situation.  In many countries in sub-Saharan Africa, the majority of the population cannot read or write.  I think that concentrating on this basic education is the most important first step in achieving a sustainable and fair development.

From basic education comes access to better jobs with better pay and better working conditions.  For farmers, some education may be the key to a fairer price at market, or perhaps access to some credit which can be used to invest in the land or in machinery.

But perhaps the most important benefit from literacy is improved health.  Those with a little education are far more likely to make use of health care facilities for themselves and their children.  It also gives an opportunity to explain some of the preventable public health crises which are ravaging the developed world – like the spread of HIV/AIDS and the problems which poor sanitation brings

It is worth noting the particular importance of educating women.  Education rates tend to be lower amongst women, so there is a bigger mountain to climb.  But evidence also shows that there are greater benefits to be found in providing education for women.  Health care in the home will improve, the benefits are more likely to be passed on the children, and issues like family planning will be addressed.

I am pleased to say that since 1997, the UK Government has spent £700 million on supporting education in developing countries.  This has paid for things like the recruitment of 2,600 new primary teachers in Rwanda. This is the very real benefits which are coming out of the UK’s commitment to international development.  Our Government has committed £8.5 billion on aid for education over the next ten years; all part of us achieving, by 2013, the UN target of 0.7% of GDP to be given as aid to the developing world.

Global warming is already bringing rapid change to all parts of the world.  I hope that a well educated world will be able to come up with the necessary solutions to this huge challenge.  I look forward to working with local organisations who look at how we can help those around the world get that education. 

Extended learning

I hope that those who have read this article will understand that education is developing to be relevant and accessible.  This is absolutely necessary in a world where education is becoming more and more important.

Schools are changing too, and I think very much for the better.  The extra money provided by the Government means that spending per pupil has gone up by over 50% since 1997. And extra money has been announced – over £1 billion to change the way that schools teach.  This will allow schools to be open for longer.  The extended schools plan means that every child will be able to access breakfast clubs, out-of-hours tuition and after-school clubs in sport, music and drama. Already one in five schools offer the core extended services, and the evidence shows that it shows results – schools that do managed to double the improvement of GCSE results. I am pleased to say that the additional investment will mean that every school will be offering access to extended services by 2010

So how does it work? Schools can provide extended services themselves, or deliver them in partnership with other schools or voluntary and community organisations, before and after the school day. As Ed Balls, the Secretary of State for Schools said:

“But above all they give children the chance to take part in fun activities - they can practice sports, learn a musical instrument, have drama classes or simply catch up on their home work. All children should have the chance to learn new skills and have fun out of school hours – and extended schools will give them those opportunities.”

Talking Education

It is my job to take all of the thoughts and issues of constituents with me to Westminster.  This year, as part of the ongoing updating of Parliament, we have the advance notice of what is being considered for inclusion in the Queens Speech.  I think that this is an improvement as it opens up the whole legislative process and makes it more transparent.  I hope that that will encourage constituents to take a more active interest and more can be found at www.commonsleader.gov.uk

In a changing world, getting the right education for everyone has to be the number one priority.

I really do believe that education is not just about schools, but should be seen as a lifelong learning process.  I am pleased to see the support that is now available for preschool education – best seen in the Sure Start Children’s Centre which are springing up around the country, including, soon, the state of the art facility at Vale Park.  These, along with schemes like the Nursery Education Grant, are important to make sure that everyone has a decent chance in their education.

For those later in life, equally important learning is going on outside of the classroom. In workplaces, this is often organised by unions and apprenticeship schemes, and is about making sure that people have the skills that they need as our local job market goes through some big changes. Government support from schemes like the Union Learning Fund have made this possible.

Citizenship is about being engaged and informed and life long learning can take the form simply of being part of the debates which are going on all around us about this issues of the day.  I would encourage any reader to visit my website where I post comments about the issues relevant to the constituency.

Governors, headteachers, and teachers alike have a role in setting up opportunities for education.  But it doesn’t end there.  We all have a chance to make education happen. If you live in Stoke-on-Trent North and would like to know more then please be in touch.  I am always happy to hear from constituents.