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Posts Tagged ‘Education’

Politics Weekly: Building Britain’s Future

From compulsory ID cards to rail renationalisation, it has been a week of screeching U-turns. But the government insists that it still has a plan, and we kick off today’s turn in the pod by evaluating its grandly named scheme to Build Britian’s Future.

Jonathan Freedland reckons that the new public service guarantees that Labour is promising are exactly the kind of thing we would all have thought were wonderful in the government’s early days; now, however, the mood is jaded and no one is listening any more. Likewise, he says, in other circumstances the ditching of compulsory ID cards and mail privatisation would have raised Labour spirits, but today they are painted as humiliations, not least because Gordon Brown has been forced into them so reluctantly.

In the week when the parties accuse each other of telling porkie pies, Michael White gives us his take on the way politicians have discussed fibbing over the years. Allegra and Tom venture that avoiding the L-word introduces a gulf between the governing and the governed. Polly Toynbee, however, thinks it is important to maintain a little politeness in public life, to avoid things descending to the debased and abusive level of parts of the blogosphere.


Student grants frozen as tuition fees rise

The government is freezing all student grants and loans and cutting financial support for trainee teachers as a result of the recession, it announced today.

Union leaders said the moves were a “kick in the teeth” after it emerged that tuition fees will also rise by 2.04%, taking the annual charge to £3,290 – nearly £300 more than when fees were introduced in 2006. Grants are to be frozen at £2,906 for the poorest students and loans for living costs are also frozen, while loans to cover tuition fees will rise to cover the increasing fees. Teacher training grants of up to £6,000, which had been universally offered, are to be restricted to people from lower income homes.

David Lammy, the universities minister, said in a written ministerial statement to parliament: “In these difficult economic times, we are continuing to take difficult decisions in the interests of students, universities and taxpayers alike. We have therefore decided to maintain the current package of maintenance support for full-time students, reflecting the current low inflationary environment.”

It is understood ministers were forced into the decision to free up cash to avoid a cut in the grant as student numbers rise.

A promise to give university grants to all students who previously received £30-a-week study grants at school has been reversed in favour of means testing.

Teacher training grants for postgraduates will be cut substantially. Those with household incomes above £34,000 will pay for the majority of their living costs through loans of up to £5,000 instead of grants, adding to the debt mountain for some new graduates. Previously all trainees qualified for non-repayable grants.

The changes apply to England alone and will come into force in September 2010.

Wes Streeting, president of the National Union of Students, said: “Students are already racking up thousands of pounds of debt. It appears that the inflation rate is being applied where it suits universities, but not where it will improve student support. These real-terms cuts in student support will be felt in students’ pockets.”

The statement to parliament came hours after the government published figures revealing that the proportion of students from the poorest backgrounds is increasing. Some 21% of 18- to 21-year-olds taking degrees last year were from the poorest four socio-economic groups, compared with 18.1% the year before.

David Willetts, the shadow universities minister, said: “Gordon Brown tried to increase support for students in his first week as prime minister and he’s been cutting it back ever since. Students from poorest families will be the victims.

“The government needs to get on with the fees review and look at ways to offer a better deal for poorer students.”

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Student loans frozen and fees to rise

Universities minister David Lammy says move is a reaction to tough economic climate

The government today announced that it is freezing student grants and loans and cutting financial support for trainee teachers, and increasing tuition fees.

Grants for poorer students and universal maintenance loans will be frozen for the first time since the system was introduced, while fees will increase by 2.04% to £3,290 a year. The loans for living costs will stay the same, but those given to cover fees will increase to meet the rise in charges.

Teacher training grants for postgraduates, which had been universally offered, are to be restricted to people from lower income homes. Those with household incomes above £34,000 will pay for the majority of the cost of their course through loans instead of grants, adding to the debt mountain for some new graduates.

The surprise announcement is a strong sign of increasing pressures on the public purse. It is understood the move is designed to free up cash to avoid a cut in the grant as student numbers increase.

The universities minister, David Lammy, said in a written ministerial statement to parliament: “In these difficult economic times, we are continuing to take difficult decisions in the interests of students, universities and taxpayers alike.

“We have therefore decided to maintain the current package of maintenance support for full-time students, reflecting the current low inflationary environment.”

A promise automatically to give university grants to students who previously received £30-a week study grants at school has been reversed and will now be means-tested. The changes apply to England alone and will come into force in September 2010.

The decision to raise tuition fees while freezing loans and grants will be attacked by students.

NUS president, Wes Streeting, said: “Students are already racking up thousands of pounds of debt. It appears that the inflation rate is being applied where it suits universities, but not where it will improve student support.

“In the context of the current recession, these real-terms cuts in student support will be felt in students’ pockets.”

Sally Hunt, general secretary of the University and College Union, said: “This is a kick in the teeth for the thousands of people who have already applied to university. We should be doing all we can during these difficult times to make education and learning as accessible as possible.

“For all the prime minister’s warm words and promises that education would not become a victim of the recession, we are yet to see any actions to back up his rhetoric.”

The statement to parliament came hours after the government published figures revealing that the proportion of students from the poorest backgrounds is increasing. Some 21% of 18- to 21-year-olds taking degrees last year were from the poorest four socio-economic groups, compared with 18.1% the year before.

The government was last year forced to reduce the thresholds for household income to qualify for a partial grant from £60,000 to £50,000, after too many students qualified. The surge in student numbers and those applying from the poorest homes had left a £200m black hole in the student finance system.

Today’s announcement also includes the reversal of the decision to award grants automatically to students who qualified for the Educational Maintenance Allowance at school.

Lammy said: “In these difficult economic times, it is both fair and reasonable to expect that those students who see an improvement in their financial circumstances are assessed for student support, according to their need.

“We have therefore revised our plans for a guarantee of student support, and will offer students in receipt of EMA a clear quote of the student support they will receive if their circumstances are unchanged at the time they apply for higher education.”

David Willetts, the shadow universities minister, said: “Gordon Brown tried to increase support for students in his first week as prime minister and he’s been cutting it back ever since. Students from poorest families will be the victims.

“The government needs to get on with the fees review and look at ways to offer a better deal for poorer students. We haven’t put forward an alternative structure for student finance for this year. We say get on with the independent review of student finance.”

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Katine’s six-month progress review

Amref’s latest six-month report claims successes in school enrolment and health, but lack of drugs and the small number of farmers benefiting from livelihoods work remain challenges

Read the six-month report, financial review and the report highlights

Read Madeleine Bunting’s mid-term review of the Katine project

The number of children in school has risen by 17% and diarrhoea cases in children under five years old have dropped dramatically, according to the latest six monthly update from the African Medical and Research Foundation (Amref) on the Katine project.

At the start of the project in October 2007 enrolment stood at 7,531 and it has now gone up to 9,071. Some of the increase is due to the expansion of two schools set up by their communities, but Amref claims this is a result of their work in the sub-county. Amref believes that the increase has seen many orphans and children with special needs getting into school; nearly 30% of school-age children in Katine fall into this category. The rise in school enrolment is a boost for the project, which has organised training for teachers over the last 18 months as well as contributing over 1,000 more textbooks and new desks. Classrooms and schools have been renovated or rebuilt and Amref claims there has been a drop in teacher absenteeism, an ongoing problem in remote rural areas, which badly affects educational achievement.

The decline in diarrhoea cases also marks a positive outcome for Amref’s strategy of community health workers, the report claims. The village health teams (VHTs) have been trained and motivated with gifts of bicycles, T-shirts and gumboots. Nine out of 10 patients at the health centre are now referred by the VHTs, which are working effectively to assist the management of a wide range of health conditions such as TB and HIV. But the report acknowledges that the lack of drugs to treat common illnesses such as malaria is hampering the success of the health teams. It reflects the government’s inadequate drug supply system across the country; Amref has insisted that the project’s aim should be to strengthen existing drug supply systems, but this is not proving effective. It is probably now the single biggest challenge of the three-year project. There are also not enough drugs to treat HIV and to prevent mother to child transmission. Other aspects of the health programme have also proved ineffective; the take up of contraceptive services has been tiny, reflecting strong cultural prejudices.

Other successes include a new laboratory at Ojom health centre, which can process tests for malaria, TB and HIV, the report states. Within the first six weeks of the lab opening, 790 patients had come for tests, usually for malaria and HIV indicating the enormous unmet demand for effective healthcare across the Katine sub-county. Another success is that there has been a sharp increase in the number of pregnant women coming for antenatal care – although few of them manage the recommended four visits. It is the long distances and inadequate transport that limits the number of visits a woman makes; it can be as much as 25km to reach the nearest health centre in the sub-county.

Given those distances, the improved immunisation rate – which has now more than doubled according to Amref’s report – is a big achievement. VHTs have played a major role in ensuring that the outreach clinics in schools and trading centres are well attended.

Amref has given some thought about how to deal with the resentments caused by the fact that only a small number of farmers are benefiting from free seeds and tools (about 540 out of the sub-county population of 25,000). Recipients will now be expected to pass on to neighbours a proportion of their first crops as a way of spreading the benefits.

The big challenge that lies ahead in the second half of the project, the report comments, is how to manage the high demands of the community and local government officials. In particular, the water and sanitation budget for hardware (as opposed to training) is exhausted, but there is still considerable demand to expand the services planned to build new boreholes.

There are a number of problems with construction; one contractor of a school at Kadinya has failed to finish the task and lawyers have had to be brought in, the report acknowledges. Some pipework on the rain harvesting has not been fitted properly; and a plastic panel latrine block was blown over in a storm and will now be rebuilt in brick. Construction work is due to begin at a number of other schools, but the more collaborative approach (with community donations of materials) has proved slow.

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Tutu urges G8 to get world’s children in school

Nobel laureate implores Gordon Brown and Barack Obama ahead of G8 summit to create new global fund for education by end of year

Desmond Tutu has “implored” Gordon Brown and other G8 leaders to redouble their efforts to give a basic education to the 75 million children out of school across the world.

Tutu, a Nobel peace prize winner and former archbishop of Cape Town, has written to Brown, Barack Obama and the other leaders ahead of the G8 summit in Italy next week.

In his letter, he asks the leaders to “save the world’s children from paying with their lives for our financial mistakes” by creating a new global fund for education.

The fund, which he wants to see established by the end of the year, would reverse a global decline in aid to education in the poorest countries. This in turn would improve health in these countries, Tutu told journalists in a conference call from Washington.

A child is 40% more likely to live beyond five years old if its mother has had a basic education, he said. At least 700,000 new cases of HIV could be prevented each year if all the children in the world had a classroom to study in, he added.

His letter, co-written with Mary Robinson, the former president of Ireland, and Muhammad Yunus, the founder of Grameen Bank, which makes small loans to the poor, makes an “urgent and personal appeal” to G8 leaders to renew their commitment to the world’s poorest children.

“Education is the key to unlocking inter-generational deprivation, as it offers the knowledge people need to live healthy, happy lives,” the letterstates.

“By investing in education, the G8 can leverage huge returns in women’s and children’s health, nation- and peace-building, and global economic development now and in the future,” they write.

“At this critical time, millions of children are dropping out of school to join the labour market, governments are being forced to cut their education budgets and total aid commitments to basic education are dropping at an alarming rate.”

The letter is particularly directed at Obama, who as part of his presidential campaign pledged at least $2bn (£1.22bn) to set up a global fund for education by 2015. Obama has not yet fulfilled his promise, they said.

Tutu added: “When President Obama was elected, there was a great deal of excitement in most of the world. Almost everyone believed that we were entering a new era. There was a new surge of hope. Despite this economic downturn, this flame still burns high. People remember what he said in his campaign.”

Tutu described the current state of international aid to education as “doleful”. The children out of school across the world were not just “sets of figures, but flesh and bones”, he said.

“The world has reneged on the promises it had made to help those most in need. We are certainly failing the world’s most vulnerable children.

Brown, in particular, must join Obama in giving the world’s children “hope that a better life is available to them”, Tutu said.

World leaders pledged in 2000 to help ensure that every child had access to primary education by 2015.

In March, Brown called for a new international effort to provide a school place for every child in the world.

In 2007-08, the UK spent £5.3bn on aid to poorer countries. The government says this will rise to £7.9bn by 2010-11. By 2013, Brown has pledged to increase aid to the equivalent of 0.7% of the UK’s gross national income, from 0.36% in 2007-08.

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My secret life of crime

There are three episodes in his life that Geoff Dyer prefers not to remember. He could have ended up in jail – but thankfully didn’t. So did he just get lucky?

In my first year as an undergraduate at Oxford – this was 1977-78 – I lived on the ground floor of the Corpus Christi New Building, just across the road from the venerable old college itself. During Michaelmas term, at about two in the morning, I was woken up by a gang of people singing Bob Dylan’s Rainy Day Women outside my window. They kept going up and down the narrow lane, singing “Everybody must get stoned.” It went on for ages and eventually I got dressed and went out to confront them. As I did so I met my friend Paul, an American who lived along the corridor. We were both furious. Seeing each other like this meant our fury turned into bravado and made us more furiously brave. “Let’s get those guys,” he said.

On the way out of the new building we armed ourselves with empty milk bottles from the crate inside the gate. By the time we got outside into the lane the stoners were gone but we could still hear them, more faintly now. We followed the sound, crossed over to the college. From a first floor window we could hear them singing the same chorus, the same song. If we had been back in our rooms we would not have heard them and could have slept soundly but we were outside on the street, wide awake, furious and excited. Paul looked at me and said, “Shall we?”

Without another word we threw our four milk bottles through the window. The crash of glass was unbelievable. We tore back into the new building. As we separated, Paul shouted, “Night, Geoff!”, as though we had just done something exciting and mischievous.

As soon as I got back to my room the awful gravity of what we had done came crashing in on me. Four bottles exploding through a window: what physical harm would this have done to a room full of people?

In the morning, after an almost entirely sleepless night, I went out to look at the scene of the crime. The glass had all been cleared up. The windows were unbroken. Miraculously all four bottles had shattered either against the walls or the metal diamonds framing the small windows. Not a single bottle had made it through. It was like a nightmare where you dream that you have done something terrible and then wake up, bathed in sweat, relieved to find that you have not done it in real life.

In the autumn of 1997 I went to Durham, North Carolina, to write about the photographer William Gedney, whose archive had ended up at Duke University. Durham itself is tiny, part of the Triangle Area that also comprises Raleigh and Chapel Hill. In the course of my two-month stay I regularly drove 15 or 20 miles to go to a cinema in the suburbs of one of these affiliated towns. I say suburbs but, at night, it felt like driving in the open country, along deserted roads in complete darkness. I rarely drive in England so the problem of driving on the “wrong” side of the road never came up. Then, on my way back from seeing The Ice Storm, I did exactly that: drove up a totally dark lane on the wrong side of the road. I had no idea I was doing this until a car screamed towards me and, at the last moment, swerved past. There wasn’t even time for the driver to sound the horn. The car swerved around me and was gone and I was unscathed.

Two years later I travelled to the Bahamas with my then girlfriend to write a piece for an American magazine. We had to change in Miami, entering the US before boarding the connecting flight to Nassau and taking a boat to Harbour Island.

After a few days on Harbour Island we started sniffing around, trying to buy grass. The Bahamas is not like Jamaica, where every few minutes someone is asking – to put it mildly – if you would like to buy sensei. There were quite a few dreadlocked young guys with whom we exchanged glances but we never quite approached anyone. Bahamians are big drinkers but Harbour Island didn’t seem like a stoner scene and my policy in these matters is to be cautious to the point of paranoia.

We had been on the island three days. As I was putting on a pair of trousers – cargo pants, to use the correct sartorial term – I had not worn since the flight, I felt something bulky in my pocket: a large bag of skunk complete with pipe. Accidentally I had taken this through what is probably the most drug-alert airport in the world – Miami. There were sniffer dogs everywhere. I had walked though emigration in UK, sauntered through immigration in the US, strolled through US emigration, boarded a plane to Nassau, and entered the Bahamas. And nothing had happened.

This occurred during a phase when I was smoking a lot of the skunk that was in the process of gaining complete market domination in the UK. The immediate cause for my unwitting bit of smuggling was that on the Saturday night before flying out I had worn these trousers to a Return to the Source party.

My girlfriend was understandably furious. How could I have been so stupid, forgetful? Because I was smoking lots of skunk. It was doing to me what it is apparently doing to teenagers up and down the country: rotting the brain. Her anger was understandable and not entirely convincing. My forgetfulness meant that we now had exactly what we wanted: grass. We could get stoned. In fact we had to get stoned because I did not want to repeat, in reverse order, the process of smuggling, especially now that I would be doing so consciously (ie, conspicuously).

What would have been the consequences of each of these episodes turning out not as they did but as, in all probability, they should have done?

In the case of the Oxford incident, apart from the injuries I might have caused, I would almost certainly have been caught due to Paul’s calling out my name. (In the morning the woman who cleaned my room said that whoever had thrown the bottles had run back in to New Building.) I would have been sent down, expelled. If there had been injuries, presumably some kind of criminal prosecution would have followed. So I would have been sent down and I would have been in more trouble with the police (I had actually gone up to Oxford on bail, for criminal damage, but that is another story). Now, students get sent down from Oxford all the time and go on to lead interesting lives. But if I had been sent down I would not have travelled abroad or done anything adventurous; I would have gone back to my home town and reapplied for the boring job in the Mercantile & General Reinsurance Company that I was doing during the nine months between school and university.

In North Carolina the consequences would have been straightforward. I would have been killed, paralysed, brain-damaged or injured. I might have killed, paralysed, brain damaged or injured the other driver. I would have wrecked two cars. If I had survived I would, presumably, have faced some kind of massive lawsuit.

If I had been caught with that big bag of grass in Miami then, most immediately, we would not have had our trip in the Bahamas. I would not have been able to complete my assignment for a prestigious American magazine and so would have forsaken my fee. All small beer compared with what would, surely, have been the eventual outcome: being jailed in the US.

None of these things happened. I didn’t get sent down from Oxford, I didn’t die in North Carolina, and I didn’t go to jail in Florida. I completed my degree, as a result of which my life options expanded to the extent that I ended up becoming a writer who was invited to Durham and sent for a luxurious, all-expenses-paid trip with my girlfriend to the Bahamas. Life turned out extremely nicely, thank you.

When he was considering promoting one of his soldiers, Napoleon famously asked, “And does he have luck?” I have got into the habit of thinking of myself as an extremely unlucky person. I could compile a huge list of all the ways in which my luck has been bad. I mean, how many times has it started raining within minutes of my beginning a tennis match? But these three incidents are examples, obviously, of good luck. They are incidents that you would expect to have quite terrible, life-shattering or life-ending consequences. It’s not just that I was given a second chance, I was given a third and a fourth as well. If I were a cat, each of these incidents would have used up a life: three down, six to go.

As far as I can remember, these are the three luckiest things that have ever happened to me – more exactly, the three luckiest things that have not happened to me. Thinking of any of them now fills me retrospective dread. I have never done anything where the immediate and expected consequences could have been anything like as bad. I had a certain amount of random, unprotected heterosexual sex in the 1980s and 90s, but the chances of getting Aids was minimal compared with the chances of facing the consequences of these actions. Put it this way: given the limited extent of my sexual adventures I would have been extremely unlucky to have contracted HIV. These three incidents, on the other hand, would be the equivalent of having unprotected sex with a promiscuous homosexual IV drug-user – the kind of thing, I guess, that might well befall someone who ends up in prison in Miami.

I would estimate that it was about 99% certain that I would pay the price for my actions. But I didn’t. I got away with all three of them, scot-free, without a scratch. Did I learn anything from them? I don’t think I did. Or at least I didn’t learn anything that I didn’t already know: not to throw bottles through people’s windows, not to drive on the wrong side of the road, not to carry smelly, illegal drugs into the US; in sum, not to be stupid.

So I ask myself the Dirty Harry question: do I feel lucky? “Well do ya, punk?” Not particularly, no.

And what about fate? Or destiny? Can one draw a larger conclusion? Only that most people reading this could put together their own list of three similar episodes. There are a few others who, even by cat standards, have been super-lucky, have not used up even one of their nine lives. And there are some who are not reading this precisely because they could not put a similar list together, because they did not have my kind of luck. Irrespective of whether these things had anything to do with my volition they have turned out to be my three enduring achievements.

• Taken from the Fire volume of Ox-Tales, one of four anthologies by leading contemporary writers to be published by Profile Books on 4 July, price £5. Published to coincide with Oxfam Bookfest (4-18 July), every copy sold raises at least 50p for Oxfam.

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Balls plan to rid schools of bad teachers

• Heads will have to undertake assessments
• White paper pledges extra help for gifted pupils

Teachers will need a new “licence to teach” to work in state schools, which will be reviewed every five years and revoked if they are not up to scratch, under plans to eradicate poorly performing staff from the English education system.

The government yesterday unveiled plans to roll out a licensing system, similar to that in place for doctors and solicitors, under which all teachers will be assessed regularly by their headteachers and face being barred from schools if they are not performing well enough.

Ed Balls, the schools secretary, said: “It may be that we will discover some teachers who don’t make the grade … we want this to be a profession that is continually learning and developing and that will be central to the licence. It’s saying we want to ensure the best teachers in every classroom in every part of the country.”

The plan is contained in a white paper published yesterday by Balls, setting out widespread changes to the English school system. The licensing system follows concerns among headteachers that it is difficult to sack under-performing staff, who often move schools to avoid being dismissed. It will be introduced from September 2010, starting with newly qualified teachers, those returning to work after a break from the profession and supply teachers, before a national rollout.

If teachers disagree with a verdict, they will be given a temporary licence while appealing against the decision through a tribunal.

Teacher unions were divided on the plans, raising concerns about the extra bureaucracy it would create, but welcoming Balls’s insistence that it would be matched with more training for teachers throughout their careers. The Conservatives said they would not back the scheme, as the white paper had “nothing original to offer”.

The white paper, Building a 21st-century Schools System, sets out a long list of guarantees to parents, many of which are already established policies, including one-to-one catch-up tuition for children who fall behind, a promise of a personal tutor for pastoral support, and a guaranteed place in education or training up to the age of 18. The document promises that every 11- to 14-year-old will have “relevant and challenging” learning and that pupils who are judged to be “gifted” will be given a written plan setting out the extra support they will receive.

If schools are failing to meet the guarantees, parents can complain first to the school, then the local authority, and ultimately to the local government ombudsman, says the document. But Balls acknowledged that schools could be challenged in the courts. “Judicial review redress would be very much a last resort,” he said.

The white paper also puts parents under new obligations to support their child at school. They will have to sign stricter home-school agreements and would face fines of up to £1,000, enforceable by the courts, if they fail to meet the conditions. The white paper also:

• Presents plans to overhaul the school funding system to redirect money to schools in the poorest areas of the country. It could mean that high-performing schools in well-off areas will face cuts.

• Sets out plans for a new report card judging every school on six factors including: pupil progress, attainment and wellbeing, parental and pupil perceptions of the school, and how well schools are narrowing the achievement gap between rich and poor. It will include annual surveys of parents and pupils.

• Introduces a new wave of federations and chains of schools, where good headteachers are given responsibility for other local failing schools.

• Signals the end of the centrally controlled national strategies, which include the literacy and numeracy hours, to decrease Westminster control of schools and give headteachers more powers to drive up standards.

Christine Blower, general secretary of the National Union of Teachers, said: “It is not clear to me that headteachers will welcome an additional responsibility to relicense their teachers every five years. As no money has been attached to this proposal, and performance management has not resulted in access to continuing professional development, there is nothing to welcome in this proposal.”

Michael Gove, the shadow schools secretary, said: “Instead of real steps to improve teaching, such as giving heads the power to pay bonuses to specialist teachers or reforming teacher training, Ed Balls proposes yet another huge bureaucratic measure that will cost a fortune and cause all sorts of problems.”


The pledges

The pupil guarantee

Schools will tackle bullying, keep classrooms safe and weapon-free;

An entitlement to learn a language and musical instrument at primary school;

At secondary, pupils will have vocational and academic study options;

The chance to do community service or work experience between 14 and 19;

School-leaving age raised to 18 by 2015;

Catchup support if pupils fall behind;

Gifted children to get extra help;

Five hours a week of sport from September

The parent guarantee

A fair admissions code;

To be consulted during Ofsted inspections;

To have contact with their child’s personal tutor at secondary school;

Online school reports from 2010;

Parenting classes and extra childcare outside of the school day

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Lost for words

Children explain what it is like to live with a stammer in the classroom


Teachers to take five-year ‘MOTs’

Government introduces new licence to teach amid widespread changes to English school system

Teachers will have to undergo MOTs every five years to make sure they are fit to teach, under proposals announced today designed to weed out bad teachers.

The government is introducing a new “licence to teach”, similar to the new system for doctors and solicitors, under which teachers will be assessed regularly by heads and face having their licences revoked if they are not up to scratch.

Ed Balls, the schools secretary, said: “It may be that we will discover some teachers who don’t make the grade … We want this to be a profession which is continually learning and developing, and that will be central to the licence.

“It’s saying we want to ensure the best teachers in every classroom in every part of the country.”

The plan is contained in a white paper published todayby Balls, setting out widespread changes to the English school system. It reveals new plans for one-to-one tuition for every child who is below the expected level at 11 – currently one in five of all pupils.

By the end of the first year of secondary school, these pupils will undergo a progress check to make sure the tuition is working and they are catching up.

The white paper reveals embryonic plans to overhaul the school funding system to redirect money to schools in the poorest areas of the country. It could mean that high-performing schools in well-off areas will face cuts as a result.

The white paper also:

• Sets out plans for a new report card judging every school on six factors: pupil progress, attainment and wellbeing, parental and pupil perceptions of the school, and how well schools are narrowing the achievement gap between rich and poor. Balls said he was “convinced” that the report card should include a single-grade verdict for every school.

• Gives parents guarantees of a place at school or college for their child until the age of 18, a promise of one-to-one tuition if their child is falling behind and a personal tutor throughout secondary school to give them pastoral support. The document promises that every 11- to 14-year-old will have “relevant and challenging” learning and that pupils who are judged to have particular talents will be given a written plan from their teachers of the extra support and challenges they will receive.

• Puts parents under new obligations to support their child at school. They will have to sign stricter home-school agreements and would face fines of up to £1,000, enforceable by the courts, if they fail to meet the conditions.

• Introduces a new wave of federations and chains of schools, where good headteachers are given control of more than one school to spread their expertise.

• Signals the end of the centrally controlled national strategies, which include the literacy and numeracy hours, to decrease Westminster control of schools and give headteachers more powers to drive up standards.

If schools are failing to meet the guarantees to families, parents can complain first to the school, then the local authority, and ultimately to the local government ombudsman, says the document, Your Child, Your Schools, Our Future. But headteachers have warned that such guarantees could ultimately see schools being challenged in the courts.

The plan for a new licence to teach will begin in September 2010, starting with newly qualified teachers, teachers who are returning to their jobs after a break from the profession and then supply teachers, before a national roll-out. If teachers disagree with a verdict, they can be given a temporary licence while appealing against the decision through a tribunal.

The scheme comes in response to concerns among heads that it is difficult to sack underperforming teachers.

Balls also announced new interventions in four local authorities – Milton Keynes, Leicester, Blackpool and Gloucester– because of “concerns” about education standards. Milton Keynes and Leicester face improvement plans, externally commissioned by the government.

Michael Gove, the shadow schools secretary, said: “Ed Balls has refused to give teachers the powers they need to deal with violence and disruption, such as removing the restrictions on teachers removing disruptive pupils. He rejected our plan to give teachers the power to search for banned items. He rejected our plan to let schools make parent contracts compulsory. His new gimmicks will not solve the deep problems we have with bad behaviour in schools.”

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10 More Linux Resources for Kids

10 More Linux Resources for Kids

Yesterday, I wrote about Linux distributions designed with kids’ needs in mind and some of the software for children that runs on Linux. Today I thought I’d share some of the other resources I came across while researching a likely candidate to install on my nephew’s and niece’s new PC.

  1. Switching Your Kids to Linux by Scott K. This is a great primer for parents getting ready to give their kids a Linux system. The author walks parents through the steps of getting your kids ready, such as making sure open source software like Firefox, Pidgin, and Thunderbird are already installed on any Windows systems your kids might use, so that when you give them their Linux system, the only thing they have to get used to is the new interface, not new programs.

    Be sure to read the comments on this one for some further insights and advice from other parents who are teaching their kids to use Linux.

  2. The Linux for Kids Experiment. Paul Barry at Linux Journal relates his experience getting his kids to use Linux – which proved to be easier than even he had thought. One good tip he gives is to set up a window with links to all the kids’ favorite apps (or the most appropriate ones) so that kids can access them more easily. Again, there’s some good information in the comments, too.
  3. SchoolForge is a directory of open source educational software. Though SchoolForge includes software for Windows and Mac as well as Linux, most programs will run on Linux and everything is clearly marked.
  4. Open Source Programming Languages for Kids. Although not every kid will be interested in learning to program, some will, and Linux offers plenty of tools to help kids learn from basic to pretty advanced programming concepts. Ryan McGrath reviews three programming languages and kid-friendly environments to learn how to use them. These will run on Windows or Mac, too, so don’t feel left out  if you aren’t quite ready to build a Linux system for your kids!
  5. Using Linux to Teach Kids How to Program by Anderson Silva. Since programming is a complex skill, parents may want a little direction in how to get their kids started. Anderson Silva discusses some of the basics of LOGO, a programming tool where kids learn programming syntax to make a “turtle” draw pictures.
  6. KidZui is a Firefox extension that transforms your plain-vanilla browser into a kid-safe Web browsing environment, with access to hundreds of thousands of pre-screened websites, videos, and games. It is vital, of course, that you teach your kids safe browsing habits and that you provide appropriate supervision when they’re using the Internet, but for younger kids this can be especially difficult – how do you explain what they shouldn’t do without having to explain concepts they may not be ready to understand?  A safe “sandbox” like KidZui offers a safety net to back up your own instruction – and helps parents find fun stuff for their kids to do online, too!
  7. Adobe Flash Player. Because of licensing issues, many Linux distros do not come with Flash installed. However, your kids will quickly tire of their YouTube- and Flash-game-free computer, so it’s a good idea to get it installed quickly. Just go to the link from your kids’ Linux computer, select “Linux”, and follow the instructions to get Flash up and running on your Linux box.
  8. Free eBooks and AudioBooks for Mobile Computers. I went looking for a decent eBook reader for my nephew’s and niece’s computer, and found this site with links to dozens of eBook resources. Because it’s intended for mobile computing, some of the resources listed are for Linux-based PDAs, not PCs, but other than that there are a lot of great resources here, from readers to websites to download free AudioBooks and eBooks.
  9. YuuGuu. Since I’m going to be supporting this computer, I want to have some way to access it remotely. LogMeIn, my preferred remote access service, doesn’t have a Linux server yet (though one is supposed to be coming by the end of this year). VNC works great and is pre-installed on most distros, but is complex to set up on a home system behind a router and without a static IP address (if none of that means anything to you, it would be even more complex for you to do!). YuuGuu is the only desktop sharing service I could find that is both free and Linux-ready, so I’ll give it a try – the only downside is that it looks like I”ll have to have someone initiate a session from the kids’ computer in order to do remote support.
  10. My Game Company is a distributor of “family-friendly” games for all platforms, including Linux. Linux isn’t known as a gaming platform, but there are some pretty good titles out there, and even some commercial games. The owners of My Game Country screen them all for excessive violence, foul language, and adult sexuality to provide parents with games they can be sure won’t raise too many difficult questions in young players’ minds. Although the owners are explicitly Christian, the game content itself is not Christian – and I think the standards they use will please most parents Christian or otherwise.

I’m a little disappointed at the lack of resources available for parents looking to explore Linux with their kids. It’s surprising, since Linux has virtually created the huge niche of childhood computing as an affordable alternative to Windows for schools in poor countries. There are now-defunct sites like “linuxforkids.org” that appear to have once been developing resources, but are now only link farms. I’ll be happy to see new players on the field paying some attention to what seems poised to become an important computing niche.

Maybe you know some good resources. If you know of anything, let us know in the comments!


Dustin M. Wax is the project manager at Stepcase Lifehack. He is also the creator of The Writer’s Technology Companion, a site devoted to the tools of the writing trade. When he’s not writing, he teaches anthropology and gender studies in Las Vegas, NV. He is the author of Don’t Be Stupid: A Guide to Learning, Studying, and Succeeding at College.

Follow him on Twitter: @dwax.


E for effort, Mr Balls

Parents already have information overload when it comes to choosing schools for their children – report cards won’t help

School report cards are the latest hot idea from education secretary Ed Balls, in his new white paper being unveiled today.

Having been slated for over-examining the country’s kids, he has decided to turn his obsessive desire for grading to a new arena – the schools themselves. Parents, as well as teachers and governors, will be among those asked to rate their schools – and the school report cards could also include GCSE scores, “value-added” scores, and even how much the kids enjoy the place.

Well – E for effort, Mr Balls. The very last thing parents like me need is yet another layer of paperwork or online statistics to wade through before we fill in school application forms. Three of my four kids will move on and up in the education system in September 2010 – which means that, come this autumn, I’ve already got piles and piles of brochures, statistics and Ofsted reports to wade through – and my diary is packed with open days for this school or that.

The reality is that parents like me have got information overload when it comes to deciding where to apply for places for our children. And not only that, but official stuff has never been the most important source of information anyway. I know Balls has got kids himself, but maybe he’s not spending enough time at the school gate – hasn’t he realised that we parents whose children are nearing the top of primary school are doing our own exhaustive research, day in and day out? I’ve been to two social events at our primary school this term, and at both the air was thick with chat about the relative merits of the choices for those of us with children in Year 5. And don’t start telling me it’s only middle-class folk who want to exchange information and get the lowdown on what schools are doing well – I’ve never heard anything so wrong, or so patronising. Not only are the working-class families in our school entirely on top of where to apply, they’re often a lot more savvy than the middle-class parents.

But the truth is that report cards are just a smokescreen anyway, because what matters most to us isn’t collating the statistics and finding out that St Cake’s School is the best place for our little Sam or Amelia … it’s being able to get the said kid actually INTO St Cake’s.

If Balls really wanted to be helpful, he could compile a little booklet on how to negotiate the schools application system – it can be unbelievably complicated. And then maybe he’d do a follow-up, aimed at parents whose kids are rejected from all their choices, and who find themselves seriously stressed and up against it all summer long while they desperately try to find somewhere good for their child for September. There’s plenty of room for improvement here, Mr Balls!

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Rise in number of pupils with special needs

Biggest SEN jump is in state secondary schools, figures show

Almost 18% of pupils in English schools have special educational needs (SEN), government figures released today show.

The proportion has steadily grown over the last four years, from 14.9% in 2005 to 17.8% in 2009, according to statistics from the Department for Children, Schools and Families.

In state secondary schools, the proportion of pupils with SEN has jumped in the past year to 19%, from 17.8% last year.

In independent and primary schools, the proportion has risen slightly in the last year, from 18.1% to 18.2% in primary schools, and from 9.1% to 9.2% in independent schools.

But the proportion of pupils who are given a “statement” of special needs – a formal acknowledgment that a child needs extra help – has fallen.

Some 221,670 children in English schools had statements in January this year, 2.7% of all pupils. This is 1,940 fewer than in January 2008, when 2.8% of pupils had statements.

In independent schools, the proportion of children with statements has risen slightly, from 1.4% to 1.5% in the last year.

The figures came ahead of the government’s white paper, published later today,which guaranteed parents one-to-one tuition for their child if they fall behind.

The term “special educational needs” covers children who have learning difficulties, including dyslexia, dyspraxia, autism, Asperger’s and attention deficit hyperactivity disorder (ADHD).

While 23% of boys have special educational needs, the figure for girls is 14%. Some 2.4% of boys have a statement, compared with 0.9% of girls.

Around 20 in every 1,000 black pupils in primary schools have statements, the figures show. The proportion is 17 in every 1,000 for white pupils and 14 in every 1,000 for Asian pupils.

In state secondary schools, 20 in every 1,000 white pupils has a statement. The figure is the same for black pupils, but lower for Asian pupils, at 15 in every 1,000 pupils.

The number of primary schools where at least 50% of pupils have SEN has risen to 104, from 94 last year.

The number of secondary schools where 50% or more have SEN has stayed the same, at 46.

Poor pupils are more likely to have special educational needs. Some 28.4% of pupils with SEN in primaries are eligible for free school meals, the government’s benchmark for childhood poverty.

A quarter of pupils with SEN in secondary schools are eligible for free school meals.

Some 15.4% of pupils in state primary and secondary schools have difficulties with their speech, language and communication, compared with 14.6% last year.

Diana Johnson, the schools minister, said: “The number of pupils with statements of SEN is decreasing slowly because far more funding has been delegated to schools to provide earlier and better support for children with special needs.

“We believe schools are best placed to make decisions about supporting the learning of their pupils with SEN. They can now intervene earlier and more effectively without necessarily having to go through the process of getting a statement from the local authority.”

Lorraine Peterson, chief executive of Nasen (formerly known as the National Association for Special Educational Needs), said: “There has been a reduction in the number of pupils with statements, which is in line with the government’s agenda to delegate funding for early intervention identification to mainstream schools. While this reduction is fine, there needs to be a transparent approach to where that funding is going to make sure that SEN pupils benefit.

“We are pleased to see an increase in the number of pupils identified in early years; clearly, early identification is working.”

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Ed Balls set to publish schools white paper

Proposals include annual report cards for schools and one-to-one tuition for all pupils that need it

The schools secretary, Ed Balls, will today publish a white paper for education, setting out plans for schools to be issued with annual report cards to give parents a better idea of their academic and sporting endeavours as well as the standard of pupils’ behaviour.

Parents will take part in annual surveys, which will feed into the document. It is based on a system used in New York to hold schools to account, which the government hopes will provide a more intelligent school accountability system than the current league tables, which are based on pupils’ test results.

Speaking ahead of the announcement today, Balls said the plans for England would include a set of guarantees for every parent. “What I am saying today is, to parents, I want you to know that whether your child is academic, wants to go to university, [is] more practical, might want to get an apprenticeship, we will make sure that the schools give you choices, qualifications, so your child can succeed and do well,” he told GMTV.

“If your child starts to fall behind, we should step in straight away and give one-to-one or small group tuition.”

The white paper is expected to:

• Signal the end of the centrally controlled national strategies, which include the literacy and numeracy hours, to decrease Westminster control of schools and give headteachers more powers to drive up standards.

• Introduce a wave of federation and chains of schools, where good headteachers are given control of more than one school to spread their expertise.

• Give parents guarantees of a place at school or college for their child until the age of 18, a promise of one-to-one tuition if their child is falling behind and a personal tutor throughout secondary to give them pastoral support.

• In return, parents will be under new obligations to support their child at school. They will have to sign stricter home school agreements and face fines of up to £1,000, enforced by the courts, if they fail to meet the conditions.

Balls defended the plans against accusations that they will not be affordable as public spending takes a downturn, saying he had already found savings within his own budget to pay for some elements.

He also revealed he is poised to make fresh announcements on the Building Schools for the Future programme, the government’s initiative to rebuild or refurbish every school in England, amid speculation that it could be a victim of spending cuts.

The prime minister, Gordon Brown, said yesterday: “I want all our children to have opportunities that are available today only to those who can pay for them in private education.

“It is right that personal tutoring should be extended to all who need it, so there will be a new guarantee for parents of a personal tutor for every pupil at secondary school and catch-up tuition, including one-to-one, for those who need it.”

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Schools accused of wasting £1bn

Billions of pounds pumped into schools by Labour have remained unspent or been wasted on expensive contracts, according to the spending watchdog which accuses ministers of failing to hold headteachers to account for their expenditure.

The Audit Commission report, published tomorrow, concludes schools are wasting nearly £1bn of public money every year by “hoarding” it in bank accounts and failing to shop around for the best deals on meals, equipment and cleaning. The intervention will add pressure on the government over its spending plans and decision to delay its long-term spending commitments in the comprehensive spending review until after the general election.

Michael O’Higgins, chairman of the Audit Commission, said: “Schools are not wasting money deliberately, but I don’t think the focus has been enough on economy and efficiency. The focus has been the drive to raise standards – that’s not incompatible with economy and efficiency, but if you take your eye off the ball you lose that focus.”

It comes as the children’s secretary, Ed Balls, prepares to publish a schools white paper setting out plans for an annual report card for schools and a drive to federate high-performing secondaries with lower-performing neighbours.

The report concludes that despite record increases in funding since 1997, when Labour came to power, headteachers have not put all the money to good use. They could save £415m if they negotiated better contracts for the running of their schools and are also sitting on £530m in “excessive” reserves. There has been a collective failure through the system – from schools right up to government level – to emphasise efficiency, the report will say. “If no one is asking ‘could you do this more efficiently, more cheaply?’, you’re not going to be focused on it,” O’Higgins said.

“Individual schools have taken their eye off the ball. If you’ve had resources pumped in, you might not be aware of the last 1% you could be saving. Given the tight financial forecasts, they are going to have to [be aware].”

The report will urge the government to ensure that schools are spending money efficiently.

It should also consult over methods to redistribute school budgets if it isn’t being spent. It could lead to councils clawing back more from headteachers who aren’t using all their funds. It suggests that Ofsted should scrutinise schools’ finances more closely during inspections.

O’Higgins also warned that public spending would have to be reduced in the recession. “Budgets are growing more slowly and schools need to start planning for a more austere future. We believe savings could be made without adversely affecting pupils or their education.”

John Dunford, general secretary of the Association of School and College Leaders, said: “At a time of financial uncertainty, it is sensible to hold more in reserve against the rainy day that we know is to come in 2011.”

Michael Gove, the Tory shadow schools secretary, said his party would make schools “more accountable to parents so that parents get higher standards and value for money”.

Vernon Coaker, the schools minister, said the government expected “local authorities to take action where necessary to ensure … proper value for money.”

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Linux for Children

Kids and Penguins Go Great Together

I recently took possession of a pair of older PCs – the natural consequence of nagging one’s older relatives to get something a little more “post-Columbian” – and of course my first instinct is to refurbish one as a Linux PC for my nephew and niece, ages 7 and 5. My nephew, especially, is computer-obsessed, and I figure that giving him a complete child-friendly, education-focused PC might encourage some more productive “play” than he gets using mom and dad’s PC.

Kid-Friendly Linux Distributions

Believe it or not, there are several distributions of Linux intended for use by children as young as 3 years old. Child-oriented Linux distros tend to have a simplified interface with large, “chunky”, colorful icons and a specialized set of programs designed with kids in mind. Some of the better-known distributions aimed at children include:

  • Sugar, the operating system designed for the One Laptop Per Child project. Sugar is a radical departure from traditional desktops, with a strong emphasis on teaching programming skills, but is very strongly geared towards classroom use. Although I’m pretty comfortable using Linux, I’m afraid Sugar might be too different for me to help my nephew and niece make use of it.
  • Edubuntu is based on the popular Ubuntu distribution. Designed to be easy to install and very Windows-like in its operation, Edubuntu would be my first choice if I were using newer hardware. With its rich graphical interface, though, I worry that these years-old PCs, neither of which have graphic cards, will lag running Edubuntu. And given kids’ attention spans, I’m afraid that would be a major barrier to getting them to use it.
  • LinuxKidX uses a KDE-based desktop highly customized for children, and is based on the Slackware distro. The only drawback for me is that most of the support material is in Portuguese (although the distro I linked to is in English), making it hard for me to be confident about my ability to help if there are any problems.
  • Foresight for Kids is based on Foresight Linux, a distro distinguished by the use of the Conary package manager. Conary is intended to make updates and dependencies much easier to manage than other package managers – in English, it should be easier to install and update software.  On the other hand, finding software packaged for the Conary installer might be a challenge, though I expect the most popular programs are being adapted by the Foresight team.
  • Qimo is another system based on Ubuntu, but designed to be used by a single home user instead of in classroom instruction. The system requirements are fairly low, since it’s designed to be run on donated equipment which Qimo’s parent organization, QuinnCo, distributes to needy kids.

Given the low specs of the equipment I”m working with, Qimo seems idea for me, but since most of these will run from either a Live CD or a USB memory key, there’s no reason not to download them all and give each a try to see what you – and, more importantly, your kids – like best.

Linux Software for Kids

In addition to the kid-friendly interface, all of the distributions above come with an assortment of software that’s either designed especially for kids or has special appeal for kids. This includes specifically educational software intended to teach math, typing, art, or even computer programming; typical productivity applications like word processors and graphics programs; and, of course, games. Of course, Linux doesn’t have nearly the range of games that are available for Windows PCs, but my thinking is, the games are good enough for younger kids, and older kids will gravitate towards consoles (my brother and sister-in-law have a Wii).

Some of the software available for kids includes:

  • GCompris, a set of over 100 educational games intended to teach everything from basic computer use to reading, art history, telling time, and vector drawing.
  • Childsplay is another collection of games, with an emphasis on memory skills.
  • TuxPaint, an amazing drawing program filled with fun sound effects and neat effects.
  • EToys is a scripting environment, more or less. The idea is that kids solve problems by breaking them down into pieces, scripting them, and running their scripts – the same way programmers do. But the goal doesn’t seem to be to teach programming but rather to provide an immersive learning environment in which kids learn foundational thinking skills.
  • SuperTux and Secret Maryo are Super Mario clones, because kids love Super Mario. You already know that.
  • TomBoy, a wiki-like note-taking program.
  • TuxTyping, a typing game intended to help develop basic typing skills.
  • Kalzium is a guide to the periodic table and a database of information about chemistry and the elements. Great for older students.
  • Atomix, a cool little game where kids build molecules out of atoms.
  • Tux of Math Command is an arcade game that helps develop math skills.

Not all distros come with all of these games, but they are easy enough to install from the online repositories if your chosen distro doesn’t come with one or more of them. Of course, most distros also come with standard Linux programs like OpenOffice.org (an Office-like suite of productivity apps), AbiWord (a Word-like word processor), GIMP (a powerful image editor), Pidgin (a multi-account IM client), and Firefox.

Linux is a complex operating system, but it’s also a highly customizable one – for kids, that means a system that can grow as they do and a powerful learning environment. Of course, children’s computer use should not be totally unsupervised – any kid can stumble across Web content that might be pretty uncomfortable for mom and dad to have to explain – but kids should have a chance to explore the possibilities of today’s technology and get their hands dirty, like kids do. And worst-case scenario – your 6-year old borks the operating system and you re-install. Wouldn’t you rather it was on the Edubuntu system, rather than on your mission-critical work PC? (Make sure you back up the /home directory regularly so you don’t lose all your kids’ drawings, poems, stories, or whatever.)

Do you know of other kid=friendly Linux distributions? Have you set up a Linux PC for your kids? Are their other games or programs you’d recommend? Let us know your experiences in the comments.

Update: Comic book writer Jeremiah Gray emailed me after this post came out to tell me about his series of Ubuntu-oriented Linux tutorials published in comic book format, Hackett and Bankwell. You can order printed copies or download PDF versions fro free from the website, and each is heavily supplemented with links to related resources on the Web. And they’re not bad reading, either! Looks like a great way to get kids (and even adults) up to speed with Linux.


Dustin M. Wax is the project manager at Stepcase Lifehack. He is also the creator of The Writer’s Technology Companion, a site devoted to the tools of the writing trade. When he’s not writing, he teaches anthropology and gender studies in Las Vegas, NV. He is the author of Don’t Be Stupid: A Guide to Learning, Studying, and Succeeding at College.

Follow him on Twitter: @dwax.



Meet the new history boys and girls

Theory is a thing of the past for these hip young historians, says Oliver Marre

What does history mean to you? Dusty tweed in ivory towers, perhaps, or a man of a certain age, with a slightly funny voice, being both caustic and informative on television? Does it mean tramping around a site of historical interest on a wet afternoon? Or, at best, a weighty tome read by an open fire.

Today’s schoolchildren do not leap at the chance to study history – in fact, it’s no longer even a core subject. The Conservative education spokesman, Michael Gove, says that history has been dying out in Britain’s schools in the last decade – and it’s true that the percentage of pupils taking GCSEs in the subject has fallen. But that might be about to change because history is becoming cool and the fightback is being spearheaded by a group of young, fashionable writers.

They have been an actor, an artist and a TV presenter, are aged between 25 and 35 and they all have book contracts. One wrote his account of the year 1381 in a corner of the trendy London members’ club, Soho House, during leave from his day job at a men’s magazine. And rather than being looked down upon by the old guard, they are highly regarded by the academic establishment: David Starkey is considered a mentor by two of them; Simon Sebag Montefiore by others.

“They have brilliant new ideas, excellent writing and they’re exceptionally clever,” says Georgina Capel of the literary agency Capel & Land, who represents established historians Sebag-Montefiore and Tristram Hunt, and who counts four of the new crop among her clients. Her only worry is that they might be “too pretty” to be taken seriously. “They’ll just have to prove what formidable minds they have.”

So who are the new history boys (and girls) and why have they come along now, when the subject is said to be in decline? The crop of six being tipped as the Starkeys of the future are Dan Jones, Claudia Renton, Ben Wilson, John Bew, Francesca Beauman and Simon Reid-Henry. They believe the key to revitalising history is a mix of strong narratives, exciting personalities and quirky facts.

According to 31-year-old Reid-Henry – a geographer by training who is currently working on his second book for general readers – this wave of young historians has sprouted up to fill the vacuum left by the departure of theory – or the “-isms” – from mainstream academic life. “Academic history has been facing a ‘What the hell are we doing?’ moment,” he says. Claudia Renton, who is 27 and writing a biography of the Wyndham sisters (she carries their famous portrait by John Singer Sargent around with her on her iPhone), agrees: “I think writing your books with specific political aims in mind is an old-fashioned approach. It’s not particularly helpful. I think if you produce a good narrative history, which convincingly creates the world you’re writing about, then people will read it and draw their own conclusions.”

“The greatest of all crimes,” Francesca Beauman insists, “is dullness.” For her, the secret to making history compelling is to pick quirky subjects. “Two years into my degree when it came to picking subjects for our dissertations, everyone else was choosing to write about something sensible like ‘The New Deal 1933-1939′ but it seemed more fun to become the world’s expert in something nobody else knew about, hence, pineapples, the subject of my first book.”

Of the six historians, Georgina Capel represents Simon Reid-Henry, Claudia Renton, Dan Jones (27 years old; recently published a well received book on the Peasants’ Revolt); and John Bew (29; working on a book on Lord Castlereagh, the British foreign secretary who oversaw the defeat of Napoleon).

Unlike Bew and Reid-Henry, Dan Jones and Claudia Renton left university after their undergraduate degrees, he to work in journalism and she to act. Since then they have co-authored a book on historical heroes with Sebag Montefiore. “They were both wonderful,” he says now. “They are the vanguard of the new generation of talented historians and gifted storytellers. Dan’s book on the Peasants’ Revolt is both exciting and scholarly and I know that Claudia’s will be equally admirable.”

Renton is attempting to finish her book on the Wyndham sisters before beginning law school, but until recently she was juggling history with a successful acting career. It was only after starring in ITV’s Distant Shores and a run at the National Theatre in The Voysey Inheritance last year that she conceded it needed a period of full-time concentration. “I try to write about 2,000 words a day,” she says. “Although if I feel like cheating, I can always quote a really long letter.”

Renton describes writing history as “like being able to read someone else’s diary without getting busted”. She explains that, despite getting a first-class degree from Oxford and citing her tutors at Trinity College as her inspirations, it was working with Sebag Montefiore that was “the best education I could have had: write so that people can enjoy, wear your knowledge lightly. Enjoy the process, rather than trying to impress. Acting definitely informed my approach: it taught me how to get under the skin of my characters and the importance of a strong narrative line.”

Jones agrees that having a separate career can be advantageous. “Working as a journalist” – he was features editor of Men’s Health magazine – “helped me immeasurably with knowing how people like to consume biographical narrative history. I had toyed with the idea of staying in academia but I was advised not to by people at Cambridge. You see too many academics in Britain dragged down by constant paperwork and they never have the time to write much.” Jones was taught at Cambridge by Starkey, whom he describes as an “inspiration”. “Contrary to his Mr Nasty image, he has been a great patron of young historians. I am very friendly with him still.”

Ben Wilson, 29, also worked with David Starkey – he was employed after Cambridge as a researcher on Starkey’s Channel 4′s Monarchy series on Channel 4. Wilson’s third book, What Price Liberty, was published recently by Faber and, as befits a member of this pack who look forward while looking back, his was among the first books to be sold online – not through Amazon and other similar websites, but to be downloaded for whatever price people chose to pay. Based on the model used by Radiohead for their last album, the publisher made it free to access (ideally to be read on a Sony e-reader, Kindle electronic book, or even a normal computer) and asked for donations. “What was very pleasing was that some people came back and paid after they’d read it,” says Wilson.

The new historians are aware of the need to use the web to engage with their readers. While Reid-Henry points out it’s nothing new and harks back to a world of pamphleteers, Jones says it gives a good opportunity to prove the abiding relevance of history. “We can write on blogs about contemporary events seen through a historical prism,” he explains. “But we have to accept that people are not just buying books any more: when you look at a historian you’re being offered a brand and people expect you to share your lives with Twitter updates and Facebook postings, as well as your findings in your books.”

For future historians, the fact that this generation is happy to do so is fortunate indeed.

Who’s who: a little history

Simon Reid-Henry 31, educated at Cambridge. Fidel and Che was published this year by Hodder & Stoughton.

Claudia Renton 27, educated at Oxford. Her biography of the Wyndham sisters to be published by Quercus in 2010.

Dan Jones 27, educated at Cambridge. Summer of Blood, a history of the English Peasants’ Revolt, was published this year by HarperCollins.

Francesca Beauman 31, educated at Cambridge. Her third book, Shapely Ankle Preferred, a history of lonely-hearts advertisements, will be published by Chatto & Windus in 2010.

John Bew 29, educated at Cambridge. Has written a number of academic books; his latest, From Enlightenment to Tyranny, about Lord Castlereagh, is to be published by Quercus in 2010.

Ben Wilson 29, educated at Cambridge. His third book, What Price Liberty, was published this year by Faber.

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