Maybe we’re poor because we’re uneducated. Perhaps we left school without any qualifications, or maybe our qualifications aren’t as good as other people’s. Education is all equal, isn’t it?
Some people are educated for power and some people are educated for drudgery. Wealthy parents send their children to private schools, where they mingle with the children of MPs, ministers, executives, and judges. At these schools even the dimmest of students receives a personally structured education geared towards Oxford, Cambridge, or one of the other elite universities. They are given all the personal tuition needed to pass their exams. There have been allegations that often their coursework and exams are amended by the schools to ensure good marks. Their teachers are also Oxbridge alumni, their headteachers as well. Personal recommendations from close friends smooth the way. For students who aren’t very academic, the best universities have courses that are easier to get on, PPE, for example (Politics, Philosophy, and Economics) is considered easier to get on to than most courses, and the amount of work necessary during the course is much lower than more academically rigid courses. Similarly History of Art is another course tailored toward ensuring that even the least academic child of the aristocracy can get a degree. The degree is used, in these cases, to show that this person must be academically gifted and therefore suitable for office, when in fact their only real qualification is wealth. This is not to say that all degrees are worthless, just that some degrees are not really an indicator of brains. The qualification is the excuse for giving these people jobs, but the reason why the plum jobs go to the children of the upper classes is pure nepotism.
Working class children have always been poorly educated. Our education has always been second-best. The Conservatives generally prefer a two-tier system of education – grammar schools for the smartest kids and secondary moderns or comprehensives for the rest of us. This always seemed to end up with the middle-class children at grammar school, along with a handful of the smartest plebs, and the working class kids at the comp, to learn practical skills. This obviously was massively offensive to those working class parents who wanted their children to be able to work in an office, or aspire to better than they themselves had. But the varying needs of capitalism require many different types of worker, and all need to be provided by an education system. Each of them requires, to use an army expression, “just enough education to perform”. Over-educated workers get bored, move jobs more often, steal, slack off, and generally under-perform. This is bad for business! Under-educated workers make mistakes and cost money. So politicians are constantly being hassled by business leaders about changing education standards to meet their needs, whilst voters want their children to have a good education in a safe environment. So education policy is constantly being meddled with, and children suffer. Politicians almost universally pay to have their children educated so that they don’t need to worry about it. They won’t meddle in their children’s education! Not that it matters, as nepotism will see them through, no matter how dim the child.
Recently the educational trend has been towards academies. These allow businesses to make money from education, and to run schools as their own fiefdoms. Discipline is stern, allowing no leeway for vulnerable children from stressful backgrounds. Education is tailored towards whatever ideological pigeonhole the owner desires – commonly religion, or perhaps worse – the idea that future workers should have some maths and be able to read and write and be used to sitting for hours in silence, doing whatever they’re told, whenever they are told it. We know that academies are bad for us, because when the Conservatives decided that all British schools should become academies, the Tory heartlands revolted. Academies were not for their children, only ours. The plan was shelved and once again only working class children can be monetised by carpet millionaires and religious fundamentalists..
A short history of education in the UK.
Like every area of political life in the UK, education is and has been a battleground between various capitalist ideologies. Since medieval times, the upper classes paid to send their (male) children to school, to schools run by churches, or to “public schools” – that is, schools that are open to anyone who paid the fees and not restricted to those who followed a particular religion.
Working class people learned trades through a system of guilds and apprenticeships. Women of any class were rarely educated in schools, though many middle and upper class women were given some education at home.
Historically, schooling the children of the working classes was done to protect the upper classes. Unemployed children found themselves having to steal or starve. They stole from the wealthy, and they stole from the merchants. In the absence of effective social control methods, a Christian education was the next best thing. At best, working class children were given a bit of maths and english to help them before they were Apprenticed off, and a spot of food to stop them starving or stealing. At the worst, they were impressed with the knowledge that stealing was a sin and that if you starved to death at least you didn’t go to hell for eternity, and then they were left to get on with it. This was the mid 1800s. Church and Ragged schools proved a success, and laws were passed that dictated that all children should be educated between the ages of 5 and 10.
Many children were not educated because they were working. Employers of children under 10 were required to show that their employees had attained the necessary standard of education, but this was uncommon. Poor families needed the income, and unscrupulous employers needed low-paid child workers.
Working class activists were able to influence education, in these early days, by sitting on school boards and thus influencing what was taught. This was unacceptable to the Conservative party, who desired direct control over education, and thus a bill was passed that provided financial support for all schools, and gave educational control back to the British government in 1902.
In 1918 secondary education was made compulsory until 14, and secondary schools were also made subject to state control. Publically-funded education had seen to be successful, in that it both served the purposes of the wealthy and increased peace and prosperity in the country. In 1944 the Butler Act was passed, and “the tripartite system” began.
The tripartite system
Tripartite means ‘three parts’. This system splits all children into one of three types, using an examination at age 11, based on an exam called the 11+.
Type1: the grammar school student. Children who did well at their 11+ went to grammar school, where they studied academic subjects and were prepared for university, civil service, and and other important leadership roles. These children were generally the children of the middle and upper classes. This is because their schools taught them a syllabus that made it more likely the kids would pass this test, and because they could afford speciality tuition for their children. These children were then considered naturally gifted and appropriate leadership for the next generation. The children whose parents couldn’t afford to get them tuition, or who didn’t care about their children passing the 11+, or didn’t know that it was a fix and believed that it was all about natural intelligence and a level playing field, those children were considered ungifted and suitable for types 2 and 3. The 11+ did not have a pass / fail threshold. The results were sent off to the grammar schools who made offers to whichever children they wanted. Whilst this system did increase social mobility, by allowing access to the professional classes by the very brightest and best of working class children, it did so because those people who ran the businesses and industries of Britain needed more clever people than the upper and middle classes could provide. Most working class kids were not given the means to pass the exams, and that was the way it was intended. Even if a working class school provided the best possible education to the children, they were all fighting each other for a few golden tickets, and most of them wouldn’t make it even though less talented upper and middle class children were likely to get through. Cherry picking the very best and letting everyone else go isn’t true equality of opportunity or outcome, it’s a cruel imitation.
Type 2: the secondary technical student. These were the scientists and engineers. Clever children, but not the elite. For most working class children secondary technicals offered a good skillset for secure employment. However, these schools never really took off. The state wasn’t committed to the idea of spending the money to achieve uncertain aims, and so secondary technicals didn’t get going. This was because generally Unions were able to provide training for students in whatever skills were needed, and because capitalistic governments are generally reactive, no-one could make proper plans for what skills were needed. It is always cheaper and easier to import trained workers rather than wait around for a decade whilst children are educated in the skills needed today.
Type 3: the secondary modern student. That is all the rest of us. Basic education, warehousing of kids. At first secondary moderns didn’t even offer all students a chance to do exams. If you lived in the wrong place and you didn’t get into a grammar school, you might not even be allowed to take exams, no matter how smart you were or how hard you work. Imagine being consigned to failure before you even hit 11. That was how it was.
In 1965 the Labour government started the process of abolishing the grammar school system, but this process was never completed.
The comprehensive system
The idea was that the old tripartite system went, and a new system of comprehensive schools would replace it, where all students received the same quality of education as they would have done at grammar schools. In practice this didn’t happen, not least because many local authorities kept grammar schools, and because education for working class children has always been underfunded.
Despite everything, comprehensive education was mostly ok. Teaching standards were high, and exam results were pretty good considering how hard the exams were. During the 80s however, the Tories realised two things. 1. There were lots of left-wing teachers teaching children left-wing values. 2. Working class and poorer middle class Tory voters didn’t feel like their children were being prioritised over less deserving children. This needed to change. A prolonged period of meddling with the education system was about to begin.
The National Curriculum
The National Curriculum was the response to the first realisation. The National Curriculum would prevent teachers from teaching anything other than the proscribed version of events. Of course, this didn’t apply to private (aka public or independent) schools. They can teach what they like. The Tories understood the Gramscian idea of hegemony, and realised the power of working class teachers teaching working class children. This had to stop. The Gramscian idea of hegemony is that the prevailing ideas and prejudices of a society get in the way of people’s abilities to criticise a society. If a person grows up believing that Britain is fantastic and fair and egalitarian, they are less likely to believe anything that opposes this idea. And, of course, vice versa. Left-wing teaching made children more able to accept that society might have to change, which is the exact opposite of what Conservatism is about.
The National Curriculum was also an important part of creating a marketplace for education. Margaret Thatcher was a keen advocate of the capitalist economic policies that were known in the UK as Thatcherism, and which was part of a global movement known these days as neoliberalism. Competition is important to neoliberals. It was important that schools competed with each other for the best pupils, and that schools that were not popular would have to improve or close and be replaced with a new school. It was important that these ideas became embedded so that private companies could be introduced into education. Simply giving a school to a carpet millionaire to run wouldn’t have gone down well in the late 80s, people needed to get used to the idea of education as a marketplace, with failing schools being replaced by new aspirant schools, closing and reopening again with the same facilities but a new brand like a chicken shop changing from Mississippi Fried Chicken to Alabama Fried Chicken overnight.
Grant-maintained schools
Comprehensive schools were funded by the Local Education Authorities, and were subject to LEA rules and scrutiny. Many Conservatives in Labour-run LEAs felt that this was unreasonable, because it forced their children to go to non-selective schools, schools subject to the National Curriculum, or non-religious schools. In order to ensure that sensible conservative voters in Labour boroughs could ensure their children got access to an elitist education, the policy of Grant-maintained schools was introduced. The school could opt out of LEA control, and become owned and managed by the governors. The rewards were that the school got more money, could set its own curriculum, and set its own rules and regulations, and entry requirements. Essentially, schools were punished for not becoming grant-maintained, and control of education was handed over to a self-selecting group of wealthy and well-educated parents, to religious extremists, and other assorted lunatics.
A brief aside into Further Education: Polytechnics, Universities, Student Loans, and debt bondage
At the beginning of the 80s class stratifications in education were clear. The upper classes went to private schools and then to Oxbridge, the middle classes went to good comprehensives and then on to lesser universities, and the working classes, if they wanted to study, did something practical at a polytechnic. A Levels were really only for people who wanted to do a humanities subject at university, and very few children from working class families ever did. The best middle class students ended up at Oxbridge, of course, but not many working class children. However, during the 80s, the populist Conservative spiel about opportunities and aspiration (and the movement abroad of traditional working class jobs) led to an increase in working class children going to university. This created a number of problems for the Conservatives, and a number of opportunities too.
Problem number one: Student Grants. Once upon a time, the government paid a grant to all students to cover the basic costs of living whilst they studied. This was alright (thought the Conservatives) when it was just their children getting it, but upon finding their taxes supporting hordes of working class children the Tories discovered that it was a terrible idea.
Problem number two: Lots of students with degrees needed to find work, competing with the children of the upper and middle classes for professional level work.
Problem number three: Students were well known for being able to devote themselves to political actions. Many Labour MPs and a few Tory ones had spent their degrees organising and agitating against the government instead of studying. This was considered unacceptable to Thatcher’s authoritarian governments, who wouldn’t want an increase in student numbers to correlate with an increase in activism.
Problem number four: how to monetise students rather than have them cost the state money (see also, Problem number one).
Solution number one: Firstly, let’s open up university education to the working classes, without affecting the universities that the middle and upper classes go to. Thus polytechnics, the science, technology, and engineering educations centres, became universities and able to award degrees in whatever they liked without central oversight. Within a few years there were hundreds of thousands of university places available, offering degrees in every topic under the sun. It was often very easy to get in, I know of many students who were offered places on degree courses with awful A Level results – two Es, a single E, or no A Levels at all. With all these degrees out there, slowly but surely entry level requirements for work changed. So with all these qualified university-leavers out there, how does an employer know the difference between them? By the establishment, same as it ever was. One degree is not the equal of another. Degrees from Oxbridge and the so-called Russell Group of ‘proper’ Universities require a lot more work in exchange for a degree certificate. In terms of amount of work handed in, a former polytechnic degree taken in the late 90s contained about the same amount of work as a single year of an equivalent Oxford degree. And cost the same as an Oxbridge degree. The plebs were now able to get their degrees, the employer could tell by the university whether the degree was any good or not, and things were back to normal.
Solution number two: Secondly, let’s stop paying grants, and instead make loans to students. That way they’ll need to work part-time, providing a body of cheap labour for employers and competition for wages at the lower level. The loans will generate profit for private industry (once the Student Loans Company was sold), and we can keep increasing the price of education until we’ve discovered the maximum working and lower middle class students will pay for an education. Incidentally, because the interest on the Student Loans was low, wealthier students who didn’t need to take out loans in order to live would take out the loans anyway, invest them in a high interest account, and make a decent profit. This leads us to…
Solution number three: Under the old system, lots of students spent their ‘free’ time being activists and learning radical political theory. Under the new system, students spent their ‘free’ time working. Under the old system students left university with a degree and the freedom to go where they like and do what they wanted to do. Under the new system students leave university with a degree and huge debts, with the repayments starting right now. They are forced to take whatever work they can, at whatever price is being offered. Which is how we got to office junior jobs starting in the low teens demanding degrees. This is very similar to debt bondage and has successfully reduced wages for office jobs across the board.
Labour’s Legacy: PFI, many paths to funding, and academies
PFI, Private Finance Initiatives, are schemes whereby private companies bid for tenders to build and manage public sector assets on behalf of the local or national government. This is because schools and hospitals are expensive, and Tony Blair’s Labour wanted to be seen to improving the public sector, but also wanted to increase the profits of British businesses. Whilst not a bad idea in theory, what would happen would be that a contract would be offered to build a new school. The winning business would then build the school, do all the maintenance on the school, and generally at the end of the contract (normally 30 years or more) they would then own the land and buildings. There is, obviously, a lot wrong with this. Firstly, whilst the state’s initial outlay was lower, the overall cost is incredibly high, with annual contracts far far higher than the usual costs. The Labour politicians were confident that by the time their PFI repayments hit their peak, in the 2020s, none of them will need to account for their actions. They assume, as do all capitalists, that someone else will find a solution and it won’t ever be a problem. Of course, PFI repayments are already crippling the NHS and they are nowhere near their maximum. We’ve still got over a decade until it gets as bad as it is ever going to get. Secondly, the gift of the buildings and land to the contract manager has generally been a gift of publicly owned land, reducing the amount available for future public sector needs and increasing the price of private land. Thirdly, most of these contracts and land gifts will be finished around the same sort of time, losing huge amounts of hospitals and schools all at once. The planning needed to replace them at low cost should have already been started, but it hasn’t. Fourthly, the appeal of PFI to investors was that it offered fantastic returns on their investment. Given that there is little or no oversight, minimal performance indicators, and the contract managers are only responsible to the shareholders to maximise profits, how good do you think that the work is? Some PFI buildings have already collapsed -actual schools, less than 20 years old, have fallen down because the quality of the build is so bad. How long before one of these buildings goes down and causes major loss of life?
What we were offered during the 90s and 00s was the choice between making our children pay for infrastructure we need today, or not having it at all. Most people chose to make their children pay, but as the Labour government failed to predict the crash, failed to take appropriate action to deal with it, and borrowed trillions from the banks in order to stop the same banks failing, thus adding so much money to their children’s’ debts that it became incomprehensible to most people, it became obvious that New Labour had shafted the next generation in order to buy votes from this one.
Under Labour the types of different schools and their funding methods increased. The Blairite approach of being the nice Tories, aiming to take votes from the right whilst placating the left, meant that there were numerous schemes designed to appeal to both left and right voters. Community schools, voluntary aided schools, voluntary controlled schools, foundation schools, city technical schools, and academies all came along, designed to provide each set of voters with the evidence they needed that Labour was the party for them. Of these the most important to us now are academies. Like Right-To-Buy, academies are a Labour idea that Tories took to the logical extreme.
Turning children into money
Academies offer wealthy individuals and groups a chance to set up a school teaching what you like, setting what rules you like, and imposing your own ideas of education onto working class children – and it is working class children only. When the Tories attempted to roll out academies to all state educated children their own voters rebelled. What’s sauce for the goose certainly isn’t sauce for the gander. Our children can be monetised and indoctrinated into whatever lunatic position you want, but theirs can’t. If ever you need it, that’s evidence that academies aren’t good for kids.
Amongst the organisations who run ‘academy groups are:
- ARK (‘Absolute Returns for Kids’), a charity created and run on behalf of hedge-fund managers. It’s board of directors is a who’s-who of serial tax avoiders.
- Academies Education Trust, one of the largest, whose OFSTED results are appalling, and who pay huge amounts of money to its senior management whilst being given legal warnings for its poor financial management. AET tends to dump those schools it can’t improve, leaving their mess for someone else to sort out at the taxpayers expense.
- E-ACT, whose financial mismanagement resulted in them being removed as the sponsor from 10 academies.
- Emmanuel Schools Foundation, who appointed a Creationist activist as their Head Of Science, and who have been consistently linked to teaching fundamentalist Christianity in the schools.
- Harris Federation, who received an incredible £45 million pounds of taxpayers money to set up a sixth form college described as a vanity project by the Public Accounts Committee, and whose working conditions are so bad that a third of their teachers leave after the first year.
Directors, trustees, and founders of these bodies are almost all heavy donors to the Conservative Party, and many have received honours from them.
So you see that we’re not poor because we’re uneducated, we’re uneducated because we’re poor. We’re given the bare minimum of education, standard qualifications that mean nothing in the so-called real world, and over-priced degrees that flatter to deceive. Those unicorns, millionaires who grew up in poor environments, are held up to show us what we can achieve, when their achievements are one-in-a-million, and are as much luck as anything else. Who will give us a proper education system that will allow our children to be the best that they can be?



















