British rail passengers spend six times more on train fares than European counterparts

Shehab Khan in The Independent

Rail passengers are spending six times more on fares than their peers in Europe - with 14 per cent of their income being spent on monthly season tickets.

Those commuting from Luton to London pay an average of £387 a month, significantly more than the £61 paid by those in Paris and Rome.

This equates to an average of 14 per cent of monthly earnings, significantly higher than the 2 per cent seen in France, 3 per cent in Germany and 4 per cent in Spain, according to Action for Rail.

TUC General Secretary Frances O’Grady said that not only are prices high but trains were “overcrowded”, “understaffed” and the infrastructure was “out-of-date”.

"British commuters are forced to shell out far more on rail fares than others in Europe. Many will look with envy at the cheaper, publicly-owned services on the continent,” he said.

"Years of failed privatisation have left us with sky-high ticket prices, overcrowded trains, understaffed services and out-of-date infrastructure. Private train companies are milking the system, and the government is letting them get away with it."

Country	From	To	Distance (miles)	Monthly season ticket cost	Monthly earnings	% of monthly earnings
UK	Luton	London St. Pancras	35	£387	£2,759	14%
UK	Liverpool Lime Street	Manchester Piccadilly	32	£292	£2,759	11%
Germany	Dusseldorf	Cologne	28	£85	£2,624	3%
France	Mantes-la-Jolie	Paris	34	£61	£2,545	2%
Italy	Anzio	Rome	31	£61	£2,015	3%
Spain	Aranjuez	Madrid	31	£75	£1,917	4%

RMT General Secretary Mick Cash said: "British passengers are paying the highest fares in Europe to travel on rammed services while the private train companies are laughing all the way to the bank. Companies like Southern Rail and their French owners are siphoning off cash to subsidise rail services in Paris and beyond."

Mick Whelan, the General Secretary of ASLEF added: "It is scandalous that the government is allowing privatised train companies to make even more money for providing an ever-poorer service. We have the most expensive railway in Europe and the train companies, aided and abetted by this government, are about to make it even more costly for people to travel."

Action for Rail

Transport Secretary, Chris Grayling said: “Thanks to action by the Government on train ticket prices, wages are growing faster than regulated fares. This commitment to cap regulated fares in line with inflation will save annual season ticket holders an average £425 in the five years to 2020.

“To improve services, we are investing more than £40billion into our railways. This will provide passengers with better trains that are faster and more comfortable. 

"We are delivering the biggest rail modernisation programme for more than a century, providing more seats and services. We have always fairly balanced the cost of this investment between the taxpayer and the passenger.

"On average, 97% of every £1 of a passenger's fare goes back into the railway.”

Basic Income

Yanis Varoufakis

The economic argument against neoliberalism

Owen Jones meets Ha Joon Chang

Have cake and eat it too - How to beat Brexit, steal best state school pupils, get paid and retain tax charitable status

Anon




On 9 December I was perplexed to read The Telegraph headline “Private schools plan to offer 10,000 free places to children from low-income backgrounds”. 

Immediately I thought, ‘This is a good idea’

A few seconds later, I remembered that we are in the era of post truth politics. So, I thought let me look behind the spin and see what the proposal actually means.

Many of the UK’s fees collecting private schools are charities according to their tax status. This status has been challenged by successive governments who have found few instances of charitable work and more instances of price rigging. These schools also face the new prospect of Brexit and fewer fee paying EU students on their rolls. 

To overcome this threat, The Independent Schools Council (ISC) has proposed to teach 10,000 state school students if the government agrees to pay them £5,550 per student. This will enable the private schools to demonstrate their charitable work to retain their charitable tax status and will assure them with a steady supply of students to replace the EU nationals who may prefer to go elsewhere post Brexit.

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In my view this proposal reminds me of the PPP (private public partnership) and PFI (Private Finance Initiative) proposals which have bled the state’s coffers and unduly benefited private firms. Here are some ways the state will be worse off by accepting the ISC initiative. 

No further need to do charity work: Any private school charity has to demonstrate actual charitable work in order to enjoy its tax status as a charity. The ISC hopes this proposal will enable them to overcome criticism of not doing sufficient charitable work.

Raiding state schools of better able students: State schools already feel beleaguered with budget cuts affecting their ability to teach students. This proposal will result in a further exodus of better able students who will be cherry picked by the private schools.

I feel there is no need to accept the ISC proposals. ISC members already enjoy a subsidy in the form of a charitable tax status despite not complying with the requirements of a charity.

Secondly, the above proposal if accepted will resemble the Nissan deal where the state intervenes with a sweetheart deal to once again protect privileged profit making non charitable ‘charities’.

But, I must confess the ISC have adapted well to the era of post truth politics by presenting a self preserving proposal as a charitable act. Is it a case of eating cake and having it too?

BCCI, Katju and Cricket in India

Suhrith Parthasarathy in The Hindu

The Board of Control for Cricket in India’s decision last week to appoint a former Supreme Court judge, Justice Markandey Katju, to “interact with the Justice Lodha Committee” and to “advise and guide” the BCCI on its affairs is, at best, an effort at prevarication, and, at worst, a subversion of the Supreme Court’s authority. Exacerbating the tension, following his appointment, Justice Katju, rather indecorously given his stature as a retired judge, on August 6 released what he termed as a “first report,” with “more reports to follow,” in which he declared the Supreme Court’s judgment appointing the Lodha Committee as illegal and unconstitutional.

It is one thing to critique the court’s judgment as an outsider; for instance, it is plausible to argue, even if incorrectly, that the court ought to have exercised greater restraint in interfering with the board’s affairs. But to do as Justice Katju has, to advise a party to openly disregard the Supreme Court’s verdict, presents a dangerous proposition, one that is far more threatening than any act of judicial overreach. What’s more, in any event, given the peculiar facts and circumstances surrounding the BCCI’s structure, Justice Katju’s assertion that the court has exceeded its brief also fails to pass muster. If anything, these developments exemplify precisely why the Supreme Court’s intervention in this case was justified.

Why we play sport

To understand why the Supreme Court thought it fit to appoint the committee presided by the former Chief Justice of India, R.M. Lodha, to inquire into, and to recommend changes, to the BCCI’s organisation, we must confront a few fundamental questions. Too often, amid the chaotic world of modern sport, we tend to lose track of why we play sport, why we watch games, why we revel in them, and why we invest so much of our emotions into seemingly pointless pursuits. We must first ask ourselves, therefore, what the abiding purpose of cricket is. What do we want from it? Is the sport meant for pure entertainment? Can it be commercially exploited by a band of the elite owing no responsibility to the public? Or do we want the sport to represent a higher, more virtuous purpose? If so, how are we to achieve these ends?

To take any sport seriously, and to ask such questions, seems to represent, in some ways, an incongruity in terms. In fact, many commentators considered the adjudication of the dispute concerning the BCCI and allegations of spot-fixing as a waste of the Supreme Court’s precious time. The public, they warned, was according more importance to cricket than it really deserved. But the danger, contrary to such counsel, is not that we are taking sport too seriously. It is that we are not taking sport seriously enough.

As the American academic, Jan Boxill, has argued, sport serves to establish a moral function for society. It is “an unalienated activity which is required for self-development, self-expression, and self-respect”; or, put differently, it is morally important because it is “the art of the people,” one that ought to be included in what Marx termed as the “realm of freedom”. In India, where cricket plays such a pervasive role, the sport would therefore have to necessarily be seen as a primary cultural good, one which, to borrow from another American, the philosopher John Rawls, is critical to the fulfilment of a person’s conception of a good life. In that sense, access to cricket has to be considered as an end in and of itself, and as not in any manner subservient to some other veiled purpose, especially entertainment or business. In his marvellous epic, Beyond a Boundary, C.L.R. James argued that cricket allows us a grasp of a more complete human existence, where social justice is a legitimate aim. To seize ownership of the game we must, therefore, hold cricket’s administrators answerable to standards of public law, a check that would help in bringing about within cricket’s province a more equal distribution of resources.

When it sat in judgment over the various shenanigans of the BCCI and its management of the Indian Premier League (IPL), the Supreme Court recognised some of these values inherent in cricket. For years, ever since its inception, the BCCI had functioned as its own master, as a sovereign whose diktats were decisive and unquestionable. As this dominion began to extend beyond India into a global clout, the inability to hold the board publicly accountable became graver still. Governments came and went, but legislative intervention has never been on the horizon.

A private society?

Until the Supreme Court intervened last year, every time the courts were approached, judges too vacillated, as the board bandied about its customary defence, one that Justice Katju has also invoked in his report: that the board is merely a private society, to which conventional standards of public law are simply inapplicable. Indeed, the BCCI, which was originally formed in 1928 as an unregistered association of persons, is now enrolled as a private body, under the Tamil Nadu Societies Registration Act of 1975. Today, more than 30 members, including public sector undertakings such as the Railways and the Services, subscribe to the board’s Memorandum of Association, which includes, among its objects, the promotion and control of the game of cricket in India, the encouragement of the formation of State and regional cricket associations, and, most significantly, the selection of the Indian national cricket team.

At first blush, the BCCI’s argument might appear to make sense. Traditionally, private societies are responsible only to their members, and it is for these clubs to determine for themselves what best represent the interest of their associates. Therefore, for any of the board’s decisions to stand the law’s scruples, all that is required is the concurrence of its members, which is to be secured through a procedure that the memorandum provides. When people outside the BCCI’s membership enter into independent relationships with the board — such as employment contracts or purchase of TV rights — those relationships would also, according to the board, remain purely in the realm of private law.

Yet, before the Supreme Court intervened last year, the BCCI, emboldened by this status as a supposed private body, consistently diluted the underlying values in cricket, viewing these as somehow inferior to the board’s grand project of commercially exploiting the sport. When, for instance, incidents of conflicts of interest within the board have been questioned, the board’s arguments proceeded on these lines: if the BCCI’s members are satisfied that a person who owned an IPL team could also contest and hold office as the board’s president, the courts, including the Supreme Court, simply lacked the authority to judicially review such decisions.

But in its judgment, delivered on January 22, 2015, which resonated amongst cricket fans around the world, the Supreme Court rebuffed these arguments. Not only did it haul up the BCCI and question the body’s standards of governance but it also explicitly ruled that the board was amenable to public scrutiny. “Such is the passion for this game in this country that cricketers are seen as icons by youngsters, middle aged and the old alike,” wrote Justice T.S. Thakur (now Chief Justice of India) on behalf of the court. “Any organisation or entity that has such pervasive control over the game and its affairs and such powers as can make dreams end up in smoke or come true cannot be said to be undertaking any private activity.”

A clear purpose

Or in other words, what the court was really telling us is this: that cricket is a basic good, the access to which is critical to the fulfilment of a good life. When the court appointed the Lodha Committee, its intention, therefore, was to create a structure through which the sport can be made more accessible and more equal. The committee’s report, which was released on January 4, 2016, seeks to do just this. It recommends, among other things, that each Indian State would only be entitled to a single vote within the BCCI, a mandate that is likely to damage a coterie of power held by Maharashtra and Gujarat that have three associations each. What’s more, it directs the establishment of an apex council of nine members, overseen by a reputable chief executive officer, comprising three independent persons, with two from a newly constituted “players’ association”, and at least one woman, to conduct the day-to-day administration of the sport in the country; the institution of lucid norms within the BCCI’s constitution to regulate conflicts of interest, including the reduction in involvement from politicians; and, most critically, a more reasonable division, if not a complete separation, between the BCCI and the IPL.

The argument today, made in Justice Katju’s report, is that any change to the BCCI’s structure must come either from within or through legislative intervention. But neither of these, as history tells us, is conceivable. In bringing about a change in the board’s structure through the Lodha Committee’s recommendations, the Supreme Court isn’t making law. It is merely making accountable a body that enjoys a virtually state-sanctioned monopoly, which allows it to alter the fundamental nature of a property that it holds in trust for the public. It is astounding that the board would object to these recommendations, for all they do is establish a basic framework for good governance.

In the final analysis, we must ask ourselves this: do we want to see cricket as constituting an end by itself, as a sport that is both ethically and morally significant? If the answer to this question is yes, we must not only cause the BCCI to embrace the Lodha Committee’s recommendations but also push towards an even more revolutionary process of reform; one through which the game can eventually be brought closer to the common Indian public, where the sport’s ownership is reclaimed from those who have tarnished it beyond recognition.

Private education is guarded by an electric fence

Suzanne Moore in The Guardian


Employers are told to spot ‘potential not polish’, but polish is about the tiny, monstrous ways that class functions – deliberately baffling to outsiders

 

‘As a mechanism for maintaining privilege, private education, with its gated communities of the elite, simply works.’ Photograph: Peter Titmuss/Alamy


Everyone stop being horrible to posh people! It’s not their fault they have everything. It’s the fault of the schools they went to. I blame the parents. They refuel the class system by sending their offspring to private schools because they are not entirely daft. As a mechanism for maintaining privilege, private education, with its gated communities of the elite, simply works. It has worked through thick and thin. Its pupils may be both.

That 7% figure of people who are privately educated, and who run just about everything, has stalled. Sometimes, people like me squawk about it but, as I have never learned to talk proper, it’s dismissed as “the politics of envy”, an idiotic phrase that reduces justified politics to a personal grudge. Occasionally, though, one of the gilded boys has a go at levelling the playing field. They do love a playing field.

So here we have cabinet minister Matt Hancock (King’s) suggesting that employers check the socio-economic backgrounds of applicants to stop the 93% of us who did not go to private school being discriminated against. Don’t people put their schools down on their CVs anyway? Wouldn’t it be easier to ask applicants if they knew much about skiing and refuse to interview anyone who did?

Still, Hancock’s vapid suggestion was enough to cause Lord Waldegrave, provost of Eton, to have a meltdown and complain that the privately educated could be discriminated against. The poor babies. How they bawl, not when the playing field is level but when anyone ventures near its electric fence.

All this came about as part of Cameron’s “life chances” agenda, some sort of baleful drivel about enhancing social mobility. It is patently obvious that social mobility does not start at a job interview but long before it. When employers are told to spot “potential not polish”, we may ask where on the periodic table this mysterious element “polish” appears.

I have never been able to locate it, that’s for sure. The idea that the existing system can be levelled out by allowing a few escapees from the lower orders into the public school milieu of law, politics, media, academia, judiciary and the City is somewhat cack-handed. For polish is surely about the tiny, monstrous ways that class functions, a series of codes and signals that enable small gangs of people to recognise each other as clubbable, employable, breedable.

It is deliberately baffling to outsiders. When I first started working in the media I was astonished at how everyone seemed to know each other from college. Then I began to realise they had been in schools with “houses”, small class sizes and peculiar sports, and shared the assumption that everything that came out of their mouths was innately fascinating.

On a Radio 4 show, I heard a producer bemoan my “polytechnic accent”. At every meeting I would feel unwashed and somewhat dazed, however long I had spent getting ready. Class manifests as acute discomfort. It’s not about thinking a Findus Crispy Pancake is a nice dinner, it is shared assumptions about what matters.

Lynsey Hanley’s book Respectable charts extremely well her journey into the middle class and all the anxiety it produces. But it bears little relationship to my journey, because there are many different working-class cultures.

What is shared, though, is that to be working class in a middle-class environment requires you to learn certain codes, and once you learn a code you can deconstruct it. The condescending nature of all the guff on private school education is part of this code. This system produces the brightest and the best, if the brightest and the best means booming confidence, inflexible thinking and the regurgitation of specific histories. Thus we have a chancellor who, without studying economics, believes himself an expert on it, whatever the figures say, whatever renowned economists say. Private schools sell self-belief.

In working-class culture, self-belief is played out as bravado and different kinds of knowledge are valued. I don’t romanticise it, as it’s stultifying. Everything is about what can be shown: practical skills, big tellies, getting really dressed up. What can’t be shown, that which is abstract, is not to be dwelt on, so I am forever glad I got away.

Social mobility, though, involves living with restraint. One must bite one’s tongue in order not to bite the hand that feeds you. Do not be prejudiced against your superiors. Just accept they got into Oxbridge by dint of their brainiac qualities. It was simply handy that, while you spent your teenage years sitting on a wall, they were competing in debating societies, editing their own magazine or playing the harp.

Here is the mystical polish. Sadly the self-improving element of the working class beloved by the likes of Raymond Williams, enacted though evening classes and further education, has been killed dead. So, instead we have the engineers of social class suggesting they pull a few of us on to the lifeboats. It is no real answer. What is it about private education that I would want for more children? It is confidence. The confidence to ask whether those in charge are actually so much cleverer than the rest of us, the confidence to insist that employing a normal person is not discrimination, and most of all the confidence to know that “power can be taken, but not given”.

The Elite Opt-out - 'Government officials should send their children to government schools'

Manish Sabharwal in The Indian Express

Earlier this month, the Allahabad High Court gave the state chief secretary till the next academic session to require anybody drawing a government salary to send their children to only government schools. The order also specified that the promotions and increments of violators should be deferred, and required that any fees paid to private schools by government servants be deducted from their salary and paid into the state treasury. The judge felt this extreme step was the only way to improve government schools. Is this judgment absurd or wonderful common sense?

This judgment pulls me in two different directions because of who I am (son of government servants who sent me to a private school) and what I do (our company hires only 5 per cent of the children who come to us for a job because their schools let them down). Who I am believes this judgment is absurdity. What I do believes it is wonderful common sense. Why this divergence?

The first reaction is because this judgment violates the fundamental rights of all children of government employees by limiting where they can go to school based on their parents’ profession. I know my professional progress is a child of my private school education; I would not be where I am if I had been forced into a government school in Uttar Pradesh (where my parents are from) or in Jammu and Kashmir (where my parents worked). It’s also unfair to hold every present government servant accountable for the actions and outcomes of a small number of past and present education department bureaucrats. It hardly seems fair that the judgment should not be applied to past politicians who have grossly distorted government school-teacher recruiting, compensation and performance management, or past judges whose judgments have distorted the governance of educational institutions. The problem with holding the current government-employee cohort accountable for school outcomes is the long shadow cast by education policy decisions, where toxic effects show up only after a decade.

But my second reaction is rooted in a recognition of human nature. Wouldn’t Employee’s State Insurance hospitals improve if we forced government servants to use them and abolished their exclusive Central Government Health Scheme? Wouldn’t EPFO reform have happened years ago if every government servant was forced to deal with the organisation for their pensions? Wouldn’t ministers standing in line for security and boarding at airports have forced security forces to reduce lines by junking the meaningless stamping, and checking of stamping, of hand baggage tags and boarding cards? Wouldn’t there have been more urgency for power reforms if distribution companies were prohibited from creating VIP areas where power is uninterrupted? Wouldn’t we have better urban planning, housing and public transport if government servants were not given houses and cars and all their benefits were monetised instead?

Given India’s poor service-delivery outcomes; it’s certainly a tantalising possibility to subject government servants to the consequences of their actions. This judgment is obviously the product of an interesting mind — Justice Sudhir Agarwal — but it is also a child of broader trends in society and merely reflects the rising aspirations and expectations of millions of Indians. India’s poor and youth are no longer willing to be held hostage to poor government provision. They recognise that “elite opt-out” accelerates the decline of the public system because powerful and loud voices don’t care. My parents retired to Kanpur, where the fastest growing industries are private bottled water, private security, private generators, private healthcare and private schools; the poor in UP are buying what should be public goods because their rights as consumers are greater than their rights as citizens. India is reaching the point where government sins of commission (what it does wrong) are not as toxic as government sins of omission (what it does not do). Alexander Hamilton wrote that the courts are the weakest of the three branches of government because they control neither sword nor purse. India’s courts cannot sustainably fix public service-delivery. Government schools can only be fixed by politicians obsessed with execution, not inputs.

The execution problem goes beyond schools. The Indian state has been designed for less complexity, scale and accountability than it faces. Going forward, the state must do fewer things, but do them well. It must retreat where the market works but act muscularly where the market fails. It must separate its role as policymaker, regulator and service-provider in all areas. It must create the hope of rising and fear of failing for the permanent generalist civil service and supplement them with specialist lateral entry. Fixing government schools is crucial to economic democracy; I work for a company that has hired somebody every five minutes for the last five years, but only hired five per cent of job applicants. You can’t teach kids in one year of vocational training at the exit gate of K-12 education what they should have learnt in the 12 years of school. An unskilled or unemployed Indian is not a free Indian. So — with all the hypocrisy of somebody whose turn for a government school education under this judgment is past — I hope the wonderful common sense that this judgment represents is upheld.

State or private? Painful school choice that still fuels inequality in Britain

Will Hutton in The Guardian

 

Locals and Harrow boys meet outside Lord’s at the 1937 Eton v Harrow cricket match. Photograph: Jimmy Sime/Getty Images
 

I remember vividly one harrowing night at the end of the school summer term 23 years ago. My nine-year-old daughter was inconsolable. All her friends were leaving her very good state school to be placed by their parents in various private schools in the Oxford area. She cried at her loss. My wife cried. Her younger sister cried, because her sister and mother were crying. The house was drenched in tears. We were living the continuing divisive disaster that is the British education system, the most socially engineered to advantage privilege in the world.

At the playground swings a few days earlier, I had overheard a group of mothers explaining to one another why they were going private. The state schools weren’t challenging enough for exceptional children like their own and the comprehensive was only just recovering from a reorganisation. They just weren’t prepared to take the risk. Best of all, their daughters could continue their friendships and mix with other children like them.

I remember thinking that the local comprehensive didn’t deserve such criticism; it got an exceptional proportion of its students to university. But it was part of the national conversation that there was little good in state education, dominated, as it was, by trade unions, trendy teaching methods, an ideology that all should have prizes and a general lack of commitment to excellence. Two years later, Chris Woodhead was appointed chief inspector of schools. The language and attitudes of those mothers at the swings suddenly became the lingua franca of the man charged with improving our schools.

His death last week was the trigger for another outpouring of brave-Chris-the-man-who-said-it-like-it-should-be-said pieces, admiring his honesty in declaring that there were 15,000 teachers who should be sacked, his excoriation of soft teaching methods and praise of his insistence that kids needed to acquire both skills and knowledge for knowledge’s sake. His target was the “blob”, the educational establishment identified by former education secretary Michael Gove, who defend “collectivist” public education and the mediocrity of the status quo. The consensus was that we need yet more of that energy now to mount the ongoing fight against the liberal/left blob still defending the indefensible.

Except there has been a quiet revolution taking place in our state schools, especially primary schools, which would be hard to imagine if the blob really was as effective in sustaining mediocrity as its critics say. The inconvenient truth is that the state school system is in the round good and improving. Sir Michael Wilshaw, who enraged so many educationalists by insisting when he took the job as chief inspector of schools that he would tolerate no excuses for failure, now declares that after 7,000 school inspections over the last year, 82% of primary schools and 71% of secondary schools are good or outstanding.

Governance is better; leadership is better; incentives are better; teachers are better motivated; trade unions support higher standards; academies are working; even initiatives such as Teach First are making a measurable difference. Indeed, a recent Sutton Trust report found that there are now 11,000 ex-Oxbridge teachers in the state sector, having doubled since 2003. Young men and women, as I know from my college in Oxford, want to make a difference to society rather than teach the already privileged. In some parts of the country, there has been something of a revolution. London now outperforms the rest of the country in GCSE and A-level results, a legacy of the last Labour government melding a Woodheadian commitment to academic rigour with more collectivist money and encouraging and rewarding better leadership. A generation of education reform has worked.

Yet I have no doubt that there are groups of middle-class mothers at playgrounds still shaking their heads at the well-publicised problems of the state system – despite its improvement. They need state schools to be crap to justify what would otherwise be an obvious attempt to advantage their own children over others and embrace the social apartheid of private education. The centre-right press ensures that every failing is magnified, every success under-reported. Wilshaw, complain centre-right commentators, has gone rogue. Doesn’t he know that state school teachers are unionised second-raters who don’t understand the importance of literacy and numeracy and who put up with disruptive classes? Ofsted should be abolished and the state school system dismantled into a system of free schools removed from all forms of suffocating public influence. Indeed, with the government pledged to create another 500 on top of 400 already created, the free school movement is well entrenched.

Which, as it grows, will become a disaster. The derided blob has always had one aim: to offer the best education for all. It probably did over-emphasise comprehensiveness over excellence in the 1970s and 80s, but those days are long gone. Today’s left/right blend of commitment to universality, less bad funding, rigour and leadership has worked. The danger is that the government is going to kill that alchemy and by rolling back universality, publicness and, crucially, the funding so crucial to recent success, further worsen the dreadful inequalities besetting education and wider society. But from their point of view, who cares? The casualties of this process don’t vote Tory anyway. Their constituency is the opters-out, private and public; 48% of Tory MPs are privately educated.

Opting out is the process that fuels inequality, still the hallmark of our education system. The Sutton Trust found that despite the recent improvement, children from the richer fifth of neighbourhoods are nine times more likely to go to a good university than the fifth from the poorest. Inequality defines life chances. Part of the explanation is private schools: part that socioeconomic background is crucial to family stability; and part that free schools and academies are disproportionately represented in richer areas. If we want a society in which the mass flourishes, then fragmenting our system into one built on autonomy, opting out and individualism – cementing inequalities – is precisely the wrong direction of travel.

Anthony Seldon, outgoing headmaster of Wellington College, complains of the narcissism of so many parents – videoing, rather than watching, school plays and rarely turning up for parents’ evenings. But that is where the values of libertarian conservatism leads. Looking back, my wife and I felt that parents like us should stand by the universal system; our daughter did well and many of her friends at the time, whose parents believed in their exceptionalism, have had unhappy lives. It would have been so much better if those children had been allowed to stick together in a system that spelled out their togetherness while teaching them with rigour. The English tragedy is that we will never get there.

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Private schools know how to game elite universities – state-educated kids don’t have this privilege

The system fails bright pupils from ordinary backgrounds. And here’s how we all lose ...

• 
• • Paul Mason
  • The Guardian, Sunday 30 November 2014 20.00 GMT

'There is, in short, massive asymmetry of information in the post-16 education system and the critical determinant is class.' Photograph: Alamy

Let’s call him Matt. Aged 16, he is tall, taciturn and highly talented. He goes to a state school and is about to choose his A-levels. For all kinds of reasons, he believes he should progress, via Oxbridge or the Ivy League, to become an aerospace engineer.

So should he do further maths? If maths is the new rock’n’roll in education, then further maths is a VIP enclosure that fewer than 15,000 young people a year get into.

Last week, I had the chance to put this question to the deputy head of a top private school. “By all means do further maths, but only if you are guaranteed to get an A,” came the answer, as if it were a no-brainer. It was advice born out of years of practical knowledge.

Other opinions are available of course – and that’s the problem. This year, a quarter of a million 16-year-olds will make their A-level choices relying on hearsay, myth and information that is outdated or uncheckable. Those choices will shape their options when it comes to university – and the courses they apply for will then shape their chances of getting in.

There is, in short, massive asymmetry of information in the post-16 education system and the critical determinant is class. Kids at private school can rely on schools that have continual informal contact with elite universities. The result is that – for all the hard work being done by outreach teams in Russell Group universities, and by access teams in state schools – there’s an inbuilt advantage among those going to private schools based on informal knowledge.

Last year’s results for further maths demonstrate the problem. In English state schools, further education and sixth-form colleges, about 11,100 young people sat the exam; in the private sector, which accounts for just 7% of the school population, 3,600 sat it. And private school results were better, with 69% getting A or A* versus 54% in state schools.

Government tables show that this achievement gap is even more pronounced for ordinary maths and the three main science subjects. There are numerous private websites that offer A-level advice, and anecdotally social media are abuzz with the wisdom of teenage crowds over course and subject choices.

But why isn’t there a central repository of information that would turn all this folkore into a level playing field of checkable knowledge? Why isn’t there a single, open-source database that models all specific pathways into higher education? Without it, state school students will always find it hard to win the inside-knowledge game.

At my old university, Sheffield, they told me that you need maths and physics as part of three A grades to study aerospace engineering. That’s in line with the Russell Group’s guide, which also tells you to add design/technology, computer science or further maths.

The admissions tutor of an Oxbridge college, however, tells me: “I think here they’d be worried about no further maths, especially if it was offered at school but they didn’t take it, though I do worry that we send out mixed messages about this.”

The knowledge asymmetries deepen once you realise that elite universities require additional, bespoke tests. Cambridge University’s website reveals that if you want to do engineering at Christ’s, Peterhouse or St John’s you might need to take an extra exam called Step.

In a cantankerous, unsigned diatribe, the Step chief examiner for 2014 complains that only 3.8% of applicants scored top marks. The majority were not prepared for the kind of thinking they had to do. “Curve-sketching skills were weak,” the examiner noted, together with “an unwillingness to be imaginative and creative, allied with a lack of thoroughness and attention to detail”.

I will wager that the people who scored top marks knew that their curves had to look like Leonardo da Vinci’s and that they had to demonstrate imagination and creativity – because their teachers had long experience of this exam, and the others had not. One Oxbridge admissions tutor admitted to me that such testing may add a further barrier to people from state schools.

Suppose Matt wants to go to Oxbridge more than he wants to be an aerospace engineer? Here the advice is – for those in the know – really clear. Don’t apply for the most popular courses, where there can be 12 people for every place. Work out the college and subject combinations that reduce the odds to just three or four to one.

Oxford’s website shows the success ratio for getting on to its popular engineering and economic management course is just 10%, while the success rate of applications for materials science is 42%. A senior administrator at Oxford told me that they suspected few state school teachers really understand this game of playing the ratios. State-school students and people from ethnic minorities crowd each other out by going for the same, obvious, high-ratio and vocational courses.

Why should this matter to the majority of young people, who do not aspire to go to an elite university? And to the rest of society? First, because it is creating needless inequality of opportunity and is just the most obvious example of how poor access to informal knowledge penalises state school kids. Second, because in an economy set to be dominated by information and technology, those 15,000 people who can attempt further maths each year are the equivalent of Aztec gold for the conquistadores. Their intelligence will be the raw material of the third industrial revolution.

There is no reason – other than maintaining privilege – to avoid presenting subject and course choices clearly, logically and transparently. When the system fails bright kids from non-privileged backgrounds, we all lose.