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Showing posts with label skills. Show all posts
Showing posts with label skills. Show all posts

Saturday 16 November 2013

If Labour want to start apologising, it shouldn't be over economic migration

Jack Straw's admission of guilt over deciding to allow economic migration in 2004 is disingenuous, and sidesteps the real mistakes they made, and the problems we still have as a result
Jack Straw
Jack Straw's mea culpa over Labour's 2004 immigration policy is disingenuous, writes Deborah Orr. Photograph: Stefan Wermuth/Reuters
Jack Straw has declared that Labour's decision to allow EU migrants from Poland and Hungary to work in Britain from 2004 was a "well-intentioned policy we messed up" and a "spectacular mistake". It's not quite an apology, but at least it's a declaration of fallibility. Straw says that inaccurate forecasts from the Home Office, suggesting far fewer people would come to the UK than id, were to blame. So it's not actually Labour's fallibility he's admitting to, really. One can understand why. If Labour started issuing mea culpas, it's hard to see where they would end.
In truth, the "spectacular mistake" of 2004 was not due to a set of duff Home Office figures, and Straw is being disingenuous in saying that it was. It wasn't about the UK's great enthusiasm for the EU either. Countries far more committed to Europe than Britain were more cautious about lifting transitional restrictions on new members. In truth, the decision fitted with Labour's general policy, which was to be enthusiastic about issuing work permits whenever possible. Labour wanted Britain to attract economic migrants. Partly, this was because the larger a working population is, the greater the economic activity, and the more revenue there is to look after those not working – of whom there was a burgeoning number in the UK at that time. But the policy was attractive to Labour for other reasons, too, some of which no Labour government could admit to.
Most glaring was Labour's fear of a resurgence of union power. They didn't want people banding together to insist on higher pay and better conditions. A steady supply of people for whom just working in Britain offered higher pay and better conditions than they would otherwise expect served to reduce cohesion in the workforce, making common purpose harder to achieve. It's easy to see why this was not a perceived benefit of immigration that Labour was keen to advertise, or even explicitly acknowledge within the party.
And anyway, there were further difficult-to-acknowledge complications. At that time, a lot of people in Britain were genuinely unemployable, the effects of the speedy economic restructuring of the 1980s and 1990s having been vastly underestimated by the previous government. Even when new jobs were created, it wasn't easy to pull families and communities that had been thrown on the economic scrapheap off it again.
Norman Tebbit famously exhorted people in areas of high unemployment to get on their bikes and look for work. Economic migrants are, by self-selection, people in a fit state to do so. A migrant workforce is keener, more flexible. But it's hard to inform your electorate of this without sounding as oblivious as Tebbit was to the hopelessness and paralysis that flourishes in ravaged communities. In short, Labour couldn't explain the problems caused by long-term unemployment without sounding as if they were indulging in victim-blame.
Also, Labour had bet the farm on being able to turn round public services systematically starved of investment for years (exacerbating the problems of long-term or inter-generational unemployment). So, in order quickly to recruit, for example, trained and experienced doctors and nurses, Labour went to developing countries to persuade qualified people that they should work in Britain. The awful effect on countries that had invested in training these people, only to have them go elsewhere to work, was a secondary concern. Once again, this is hardly a shining example of international socialism in action.
Nevertheless, economic migration was allowing Labour to do what Cameron, Osborne and their fellow neoliberals still say is impossible. Labour was growing the private sector (mainly in London) at the same time as it was growing the public sector (often outside London). This politically isolated the Conservatives very effectively for a long time, largely because the City, the Institute of Directors and the Confederation of British Industry, theoretically the people whose interests the Tories represented, were the great cheerleaders of Labour's policy on economic migration.
But yet again, Labour couldn't crow too much. "Better at being Tory than the Tories" was not a vote-winning slogan. Yet it was true. The City of London, its wants pandered to, was becoming the largest, most important financial centre in the world, even as the divide between rich and poor, north and south, haves and have-nots was widening. Britain had become so divided that consequences incredibly damaging to one group of people were fantastically advantageous to others. And anything that was advantageous to the wealthy was unchallengeable, as long as taxes were rolling in.
The most obvious of these polarising results is house prices. If you've got a house in London, you have somewhere to live that is also, by happy chance, making a good deal more money each year than the average salary, due only to its continued existence. Out-of-control inflation is generally not considered to be good economic news. Yet, the previous government, like this one, sees rising house prices as the goose that lays the golden eggs. How can they be so blind?
Rising house prices, and a lack of social housing, make London an impossible place even to park your bike, let alone wander off to get a job and a place to live. Only if a young British person's parents live in London, or have a place in London (and why wouldn't they, if they can afford it, London property being such an excellent investment?), does that person stand any chance of making a life in the capital. Of course, since many industries – thanks to lack of union power – now rely on internships for recruitment, getting a job sometimes entails a long period of working for free. So class and regional divisions are ramped up yet more. On it goes.
The most terrible consequence of Labour's political dishonesty is that it provides a foundation for yet more. By failing to admit the extent to which they did the bidding of the private sector – not just on regulation, but by allowing the City to dictate, say, immigration policy, then dressing it up as something more socially progressive – Labour, post-crash, had no defence against the Conservative argument that it was public spending that had caused the crash. Labour was proud of its record on public spending, far more proud than it was of sitting on its hands while house-price inflation ran riot, for example.
Public spending was something that Labour was prepared to admit to, so when the crash came, there Labour was, caught redhanded – except that the real blame lay with Labour's more stealthy policies, policies which, at that late stage, it was politically impossible either to start explaining or apologising for.
But this painful process of explaining and apologising should start in earnest. By bowing to the logic of the free market without explaining that economic migration is simply part of that, Labour has allowed rightwing political rhetoric to continue preaching the lie that global free markets and economic migration are separate issues. Due to Labour's own lies-by-omission, organisations such as the English Defence League and Ukip have been able to flourish. But more urgently, those lies-by-omission have allowed the Conservatives to maintain their own delusions about the efficiency and moral goodness of free markets.
If Jack Straw really thinks that allowing people from Poland and Hungary to work in Britain was a "spectacular mistake", I dread to imagine the level of hyperbole he would have to achieve in order to describe the magnitude of the many mistakes his government made, of which that one was just a tiny detail.

Friday 26 July 2013

Cricket - Private Schools England, Public Schools Australia

Steve Canane in Cricinfo 26/7/2013

In cricketing terms Ed Cowan comes from a disadvantaged background. Australia's top-order batsman was educated at Cranbrook, an elite private school well known for producing accumulators of wealth (James Packer, James Fairfax) as well as a few de-accumulators (Jodee Rich, Rodney Adler), but not so many accumulators of runs and wickets.
But Cranbrook is not alone. Despite having access to the best facilities and good coaches, cricketers from elite private schools across Sydney are up against it when it comes to making it into the Test arena.
When Jackson Bird made his debut in last year's Boxing Day Test, veteran sports journalist David Lord pointed out that he was just the fifth Sydney GPS old boy to play Test cricket for Australia in 80 years. (The others are Stan McCabe, Jimmy Burke, Jack Moroney, and Phil Emery - Cowan's old school is part of the Associated Schools competition). By Lord's calculation, Sydney GPS schools have produced 132 Wallabies but just ten Test cricketers since 1877.
So why the imbalance?
One of the reasons is that cricket, unlike rugby, is a game in which 15-year-old boys can compete against men. If you attend a state school or a non-elite private school, you don't have to play for your school on a Saturday. A teenage boy playing grade or district cricket early has his temperament and skills tested against men. As a result, his development is accelerated.
"Historically yes, not being able to play against men regularly between those formative years of 15-18, particularly in New South Wales, is a bit of a disadvantage," Cowan told me in the lead-up to this Ashes series. "Playing on good wickets you get mollycoddled a little bit in the private school system, and you're not playing against great cricketers."
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Also Read

Youth cricket in Cambridge - A structured middle class affair.


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Cowan was lucky his headmaster at Cranbrook, Dr Bruce Carter, was a cricket fan. Carter released him from school first XI duties so he could play first grade for Sydney University in his final year of school. Cowan was able to test himself against first-class bowlers and has no doubt it made him a better cricketer.
"I definitely think that last year, if I had to play school cricket, that would have been a bit of a handbrake on my development."
Former Australia captain Greg Chappell is adamant that quality young cricketers need to test themselves against men. When I was researching my book on the formative years of Australia's best cricketers, he told me attitudes needed to change in the private-school system.
"This whole idea of holding kids back in their age group is one of the greatest impediments to their development."
Chappell was one of three brothers who played Test cricket for Australia. All attended Adelaide's Prince Alfred College. But when Greg and Ian went to school, the first XI played in the men's District B Grade competition. At the age of 14 they were facing bowlers who had played, or would soon play, first-class cricket.
By the time younger brother Trevor attended Prince Alfred College, the first XI team was only playing against other school teams. Trevor dominated schoolboy attacks but never dominated Test attacks like his older brothers. Both Ian and Greg believe the school's withdrawal from the men's competition was detrimental to their young brother's development.
"I believe," Ian wrote, "playing against grown men at a young age gave Greg and me a huge advantage over Trevor."
When Ashton Agar made his extraordinary debut at Trent Bridge, cricket fans were struck by his maturity and unflappable nature. Playing in his first Test at the age of 19, he broke two significant records: the highest ever Test score by a No. 11 batsman (98) and the highest partnership for the last wicket (163 with Phil Hughes).
Agar is only 18 months out of school. Would he have been able to show such maturity if he hadn't been playing against men from an early age? Agar's old school, De La Salle College in Melbourne, plays their first XI cricket on a Wednesday. This allowed Agar to play district cricket for Richmond on weekends. He made the club's first-grade team when he was in year 11.
Agar's school coach Marty Rhoden, a former first-grade legspinner, has seen other young boys stagnate after winning sporting scholarships to elite private schools.
"I've witnessed several cases of students who would have benefited if they stayed at their schools, where they could keep playing club cricket on Saturdays. I'd argue it had a direct effect on their development."
Of course there are exceptions. Shane Warne won a sporting scholarship to Mentone Grammar, as did current fast bowler James Pattinson at Haileybury. Pattinson's school coach Andrew Lynch, now Victoria's chairman of selectors, believes it benefits good cricketers to keep playing for their school.
"They get an opportunity to dominate, which is important, and the competition only goes for ten weeks, so if they're good enough they can still go and play for their clubs."
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Of the 12 players chosen for the Australia Test team of the 20th century, eight went to state schools
 
Cricket is a game of statistics as well as stories. So let's lay out some numbers. If we take the NSW squad as an example, of the 19 players contracted last season, 14 went to state schools, four went to religious private schools, and one went to both. None of the squad attended an elite private school in Sydney.
If we look at the Australian team at Trent Bridge, the figures are closer. Six went to state schools: Michael Clarke (Westfields Sports High); Phillip Hughes (Macksville High/Homebush Boys High); Steve Smith (Menai High); Brad Haddin (Karabar High); Mitchell Starc (Homebush Boys High); and Peter Siddle (Kurnai College).
Agar, as discussed earlier, went to a Catholic college that allowed him to play cricket for his club. Four went to elite private schools: Shane Watson (Ipswich Grammar); Chris Rogers (Wesley College in Perth); Pattinson (Haileybury in Victoria); and Cowan (Cranbrook).
But if we split it up into those who grew up in NSW, it becomes five state school boys, and one private school boy, who was released from school duties to play club cricket in year 12.
If we look at how elite private schools in other states go about their business, there may be some clues. Watson played grade cricket in Brisbane for Easts/Redlands while still at school. According to Ipswich Grammar's cricket coach Aaron Moore, in Brisbane's GPS competition they play only eight games, kicking off the season in February, and encouraging their boys to play senior cricket up until then.
In Tasmania it's similar. Launceston Grammar, which produced David Boon and current Ashes squad member James Faulkner, only plays six to eight games, freeing up their boys to play for their club sides more often than their Sydney counterparts.
In Western Australia, the private school system seems to be working. In recent decades, the Darlot Cup has fostered Test players such as Justin Langer, Stuart MacGill, Chris Rogers, Simon Katich, Geoff Marsh, Shaun Marsh, Tom Moody, Terry Alderman, Brad Hogg, and Brendon Julian. Seven private schools play each other in a competition that lasts seven weeks, with each game played over two days - Friday afternoon and all day Saturday. While the schools are considered elite, they are more accessible and affordable than those in the eastern states.
According to John Rogers, a former NSW Sheffield Shield cricketer, and father of the current Australian opener, the Darlot Cup was where his son first found his feet.
"I had no prospect or intention of sending my sons to GPS schools in Sydney. I was astonished to find I could in Perth and the facilities were superb and the competition played with intensity. Darlot Cup is a long, tiring exhausting battle and the boys love its drawn-out, competitive nature. Perth is quite different from Sydney and Melbourne. What Greg Chappell says has always been the case in Sydney - but in my view it doesn't apply to Perth."
Having scored several hundreds in the Darlot Cup, on wickets as good as the WACA, Chris Rogers made a seamless transition to club cricket with Melville in his last term at school, making 70 in his second first-grade game against a trio of two-metre tall Test bowers - Jo Angel, Brendon Julian and Tom Moody.
"At the same time," Rogers says, "Michael and David Hussey were making their way through the grade system. WA has the advantage that both systems have been shown to work well."
Despite the productivity of Perth's private schools, graduates of state schools have tended to dominate the ranks of Australian Test teams. If we look at the top tier of Australian cricketers, they tend to have been exposed to men's cricket from an early age.
Of the 12 players chosen for the Australia Test team of the 20th century, eight went to state schools: Bill Ponsford (Alfred Crescent School); Arthur Morris (Newcastle Boys High and Canterbury Boys High); Don Bradman (Bowral Public School); Neil Harvey (Falconer St School); Keith Miller (Melbourne High); Ian Healy (Brisbane State High); Dennis Lillee (Belmont High); and Allan Border (North Sydney Boys High). Two went to private schools: Greg Chappell (Prince Alfred College); and Ray Lindwall (Marist Brothers, Darlinghurst). The remaining two players went to both state and private, the rogue legspinners Shane Warne (Hampton High and Mentone Grammar) and Bill O'Reilly (Goulburn High and St Patrick's College, Goulburn). Of the 12, only Warne did not play regular club cricket against adults in his final years in school.
If we analyse Australia's team in the first Ashes Test 12 years ago, when they put one of their best ever teams on the field, it's an almost identical story. Eight of the 11 went to state schools: Michael Slater (Wagga Wagga High); Ricky Ponting (Brooks Senior High); Mark and Steve Waugh (East Hills Boys High); Damien Martyn (Girrawheen Senior High); Adam Gilchrist (Kadina High); Brett Lee (Oak Flats High); and Glenn McGrath (Narromine High). Two went to private Catholic schools: Jason Gillespie (Cabra Dominican College); and Matthew Hayden (Marist College, Ashgrove). Shane Warne went to both state and private schools, as mentioned, and once again was the outlier, being the only one in the team who did not play regular club cricket against adults in his final years at school.
In 1998, fast bowler Matthew Nicholson was picked to play against England in the Boxing Day Test match. A former student at Knox Grammar, Nicholson was the last graduate of Sydney's elite private schools to make it to Test cricket before Cowan and Bird were selected. He is now the director of cricket at Newington College.

Tony Greig's ten-year-old son Tom talks to Michael Clarke, Australia v Sri Lanka, 3rd Test, Sydney, 1st day, January 3, 2013
Michael Clarke, who went to a sports high school, had the time, the inclination and the facilities to hit balls for hours on end © Getty Images 
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Nicholson doesn't feel that attending a private school held back his development: "I don't think so. I captained my side and was able to develop in other ways. I learnt how to be a leader and learnt about myself, and I was still able to play for my grade side, Gordon, for eight weeks in the school holidays."
Nicholson makes a valid point that in private schools, boys have to juggle a range of activities that might put them behind cricket-obsessed boys in state schools: "A lot of our boys are pulled in different directions - school commitments, drama, music and academic. For many of them cricket is a small part of their life, for other boys it can be almost everything; all they do is hit balls."
You can't imagine a 16-year-old Michael Clarke having to miss a net session to rehearse for The Mikado, or make sure he did his euphonium practice. Clarke went to a sports high school and his parents ran an indoor cricket centre. He had the time, the inclination and the facilities to hit balls for hours on end.
If neuroscientists like Daniel Levitin are right when they say that it takes 10,000 hours of practice to master any skill, then Clarke had a big advantage over his private school contemporaries. Private school students in Sydney often spend hours commuting to and from school. State school students and private school boys in smaller cities can spend more time in the nets and less time stuck on the bus in traffic.
In an interesting aside, in England it is an advantage to go to a private school. Writing in History Today, former English Test cricketer Ed Smith points out that having a private school background is an advantage in England: "Simply, if you want to play for England, first attend a private school."
Smith claims over two-thirds of England's 2012 team were privately educated, an extraordinary figure when you consider around 7% of English children go to private schools. In Australia, it's a different tale. Around 35% of Australian children go to private schools, or five times the number in England, and yet the majority of our Test team continues to come from the state-school system.
So what are the lessons from all of this? Should private schools in Sydney look at the Perth and Brisbane models? Should they be more willing to release their best players to play grade cricket?
Nicholson says the most important thing is the development of the boys: "If they feel like they are being held back, then we should let them go."
Maybe the private schools should be asked to move their first XI cricket to Wednesdays or Sundays so all the boys get a chance to play against men from an early age on. But there's little chance of that happening. In elite private schools, tradition is everything.
As one coach told me, "We had enough troubles changing the start time by half an hour, let alone changing the days!" 

Wednesday 4 April 2012

Not just unprepared for university, but for life

You don't need to be a 'tiger mother' to think most children are not being stretched enough
They're usually blonde. They're usually these girls who whoop and leap for the cameras, blonde, and pretty, and thin. There must be some short, fat, spotty, and even male 18-year-olds who do so much better than they expected. Who do, in fact, so well that they behave as if they've won The X Factor, or the lottery. But usually it's girls, and blonde, pretty girls, who give us the message that A-level results are better than they've ever been before.
And they are. They always are. There were, last year, like the year before, and the year before, record numbers of A grades. Average scores have gone up by almost 25 per cent over 15 years. They're brilliant. They're amazing. They're just not, unfortunately, much of an indication of how much the people who took them have learnt.

You can, according to the Cambridge Assessment exam board, get the kind of results that make you whoop and leap, and still not know how to spell, or structure a sentence. You can, apparently, get the kind of results that make your parents proud, and still not know how to think. And because so many students can't spell, or think, universities are having to teach them. Sixty per cent of them are putting on extra courses to teach undergraduates what they should have learnt at school.

Perhaps it's not surprising that the man who's in charge of education in this country is a little bit worried. "I am increasingly concerned that current A-levels," said Michael Gove, in a letter to the exam regulator, "fall short of commanding the level of confidence we would want to see." It is, he said, "more important" that students start their degrees with "the right knowledge and skills" than that "ministers are able to influence the curriculum". He was, he said, going to hand control of the syllabus to exam boards and academic panels made up of senior dons. He hoped, he said, that the new A-levels would start in two years. He hoped, and so do I.

It's lovely, of course, to have so many pretty girls so happy to have done so well. But it isn't lovely that so many of them are struggling at university, and it isn't lovely that so many people with good GCSEs are having to be taught basic numeracy by employers shocked to find they can't add up. And it isn't lovely that this country is slipping down the world education league tables. In the last one, Britain had dropped to 25th place for reading, 28th for maths, and 16th for science. For the sixth biggest economy in the world, that doesn't sound all that good.

There are all kinds of reasons why standards have dropped. It would, for example, be quite strange for academic rigour in our schools to have increased at a time when academic rigour in our culture has shrunk. It would also be quite strange if schools that are judged on their performance in exam league tables didn't encourage their students into media studies or drama, rather than Mandarin or maths.

There were good reasons for widening the scope of subjects taught in schools, and giving more options to students who didn't look as though they were going to shine academically. It's surely better to leave school with a piece of paper saying you can do something than to leave with nothing at all. And there were good reasons for introducing league tables. If you want people to raise standards, you need them to show they have. But it does mean they're likely to focus less on learning, and more on results.

Whatever the intentions, the result has been that too many of our children aren't prepared for university, or life. The ones who are going to university aren't doing the subjects, like science or engineering, we need them to do if we don't want all our industries to go to China. The ones who aren't going to university aren't getting enough skills to do much at all. And if the ones who do go to university don't develop our industries, the ones who don't will be fighting for even fewer jobs.

"Children," said a man at a conference I went to last week, "aren't the problem. They are," he said, "very interested in anything that adults do. Teenagers," he said, "are desperate for direction. When they ask 'why should I do this?' you have two choices. Either walk out of the room, or tell them."
The conference was on "the manufacturing economy", and the man was a head of physics at a big South London comprehensive, called David Perks. They had, he said, managed to get 100 pupils to do A-level physics. There were, he said, equal numbers of girls and boys. Many of them, he said, were planning to go on and study engineering.

Educating children in a culture that doesn't seem to value academic achievement isn't easy. Nor is motivating them when, if they don't work, they won't starve. But you don't need to be a "tiger mother" to think that most of our children aren't being stretched enough. And, in an increasingly cut-throat global marketplace, it's our children who will suffer, not us.

Do we really believe the toffs who are running this country are brighter than the rest of us? Or that more money means a higher IQ? Do we really want state-educated pupils, who are 93 per cent of the population, to be let into the best educational institutions only through social engineering?
If we don't, we need to start believing that all our children can do better. And you don't help children do better by feeding them lies.

On Michael Gove's A level proposals - A new kind of class warfare


Michael Gove's A-level proposal will return us to the days when only the privileged were likely to go to university
Michael Gove Downing Street
Gove, ‘who advocates rote-learning of poems and kings and queens of England, has always had a narrow conception of education'. Photograph: Oli Scarff/Getty

So Michael Gove, the education secretary, wants to give more power to academics at "top universities". This should be thrilling news, since coalition policy is swiftly morphing universities into business-driven degree mills, with lecturers feeling more powerless than they have in decades. Yet Gove's invitation to us to set A-levels has not set pulses racing. Few lecturers think A-levels in their present form prepare students well enough for university, or equip them to engage intelligently with the challenges of a complex world. A rethink would ordinarily be welcome. But this proposal will not achieve what it sets out to do.

Education cannot be overhauled in this typically top-down manner, with a select minority of institutions running the show at the expense of the sector as a whole. Like much else that characterises coalition higher education policy, this is a form of class warfare. A rigorous and challenging education is not magically effected simply by setting tougher questions or more essays – much as the modular answers of A-levels at present are to be deplored.

An equal opportunities education requires systemic attention and proper public funding, quite the opposite of coalition priorities. Critical thinking, intellectual curiosity and good writing must be taught from an early age, and made part of every citizen's skills. Gove's suggestion reduces them to instruments for enabling the better-supported to get into a good course. Turning A-levels into old-style Oxbridge entrance exams is consistent with the coalition's damaging and hierarchical attitude to education. Only a handful of well-coached clever clogs will enter a shrinking and expensive university sector.

Gove's proposal to limit the number of retakes also requires scrutiny. As any teacher knows, one-off exam results are not a fail-safe indicator of a student's abilities. Gove's emphasis on them as limited-opportunity tools for determining university entrance highlights the coalition's refusal to see education as a democratic necessity, a resource that should be widely and equally available as a public good.

While it would be productive for schoolteachers and academics across the sector to share ideas about the content and evaluation of school curriculums, it is wrong to suggest that exams can be set by people not directly involved with the teaching of them. At Cambridge we spend much attention on ensuring that the exams we set are fair and enable a wide range of answers in relation to the teaching we provide, but the questions are not instrumental – nor do we teach solely with exams in mind. Schoolteachers, not lecturers, should be the driving force behind A-levels. What Gove calls "university ownership" of A-levels is a euphemism for the managerialism that is already part of the problem. Asking some universities to "drive the system" from a distance threatens to throw everyone else off the vehicle.

Our challenging times call for a richly resourced educational system that equips young people across social classes to develop their intellectual and creative abilities. Jobs and degrees are vital – but so, in a democracy, is the ability to think ideas through at length, make informed judgments, critically evaluate alternatives and argue a case. Would a government that is busily pushing through changes with no real mandate really want to encourage this?

Gove, who advocates rote-learning of poems and kings and queens of England, has always had a narrow conception of education. His proposal returns us to the bad old days when only the privately educated and well-funded could go to university. In tandem with tripled tuition fees, a funding regime that weakens the arts and humanities, and the likely privatisation of many universities, the already privileged will be the only winners.

Sunday 15 January 2012

Indian students rank 2nd last in global test



MUMBAI: Across the world, India is seen as an education powerhouse - based largely on the reputation of a few islands of academic excellence such as the IITs. But scratch the glossy surface of our education system and the picture turns seriously bleak.

Fifteen-year-old Indians who were put, for the first time, on a global stage stood second to last, only beating Kyrgyzstan when tested on their reading, math and science abilities.

India ranked second last among the 73 countries that participated in the Programme for International Student Assessment (PISA), conducted annually to evaluate education systems worldwide by the OECD (Organisation for Economic Co-operation and Development) Secretariat. The survey is based on two-hour tests that half a million students are put through.

China's Shanghai province, which participated in PISA for the first time, scored the highest in reading. It also topped the charts in mathematics and science.

"More than one-quarter of Shanghai's 15 year olds demonstrated advanced mathematical thinking skills to solve complex problems, compared to an OECD average of just 3%," noted the analysis.

The states of Tamil Nadu and Himachal Pradesh, showpieces for education and development, were selected by the central government to participate in PISA, but their test results were damning.

15-yr-old Indians 200 points behind global topper

Tamil Nadu and Himachal, showpieces of India's education and development, fared miserably at the Programme for International Student Asssment, conducted by the Organisation for Economic Co-operation and Development Secretariat.

An analysis of the performance of the two states showed:

In math, considered India's strong point, they finished second and third to last, beating only Kyrgyzstan

When the Indian students were asked to read English text, again Tamil Nadu and Himachal Pradesh were better than only Kyrgyzstan. Girls were better than boys

The science results were the worst. Himachal Pradesh stood last, this time behind Kyrgyzstan. Tamil Nadu was slightly better and finished third from the bottom

The average 15-year-old Indian is over 200 points behind the global topper. Comparing scores, experts estimate that an Indian eighth grader is at the level of a South Korean third grader in math abilities or a second-year student from Shanghai when it comes to reading skills.

The report said: "In Himachal, 11% of students are estimated to have a proficiency in reading literacy that is at or above the baseline level needed to participate effectively and productively in life. It follows that 89% of students in Himachal are estimated to be below that baseline level."

Clearly, India will have to ramp up its efforts and get serious about what goes on in its schools. "Better educational outcomes are a strong predictor for future economic growth," OECD secretary-general Angel Gurria told The Times of India.

"While national income and educational achievement are still related, PISA shows that two countries with similar levels of prosperity can produce very different results. This shows that an image of a world divided neatly into rich and well-educated countries and poor and badly-educated countries is now out of date."

In case of scientific literacy levels in TN, students were estimated to have a mean score that was below the means of all OECD countries, but better than Himachal. Experts are unsure if selecting these two states was a good idea.

Shaheen Mistry, CEO of Teach For India programme, said, "I am glad that now there is data that lets people know how far we still have to go."

Saturday 10 September 2011

Graduates in Science, Engineering and Maths are more versatile than others

The versatility of science graduates should be celebrated not criticised. What's the problem if science graduates end up in alternative careers? If anything, we need more of it.

Imran Khan guardian.co.uk, Friday 9 September 2011 13.33 BST larger

'If you study engineering, physics or chemistry as your first degree, you're almost 90% likely to be in either full-time employment or further study three years later.' Photograph: Martin Shields/Alamy

The Guardian reported that "only about half of all science graduates find work that requires their scientific knowledge" – a fact that "casts doubt on the government's drive to encourage teenagers to study [science]". Yet year on year, the Confederation of British Industry (CBI) reports that its members are finding it difficult to get enough staff with science, technology, engineering and maths (Stem) skills. This year more than two in five employers had trouble. The Science Council has just released a report showing that a fifth our workforce is employed in a scientific role. So what's going on?



The concerns come from the paper, Is there a shortage of scientists? A re-analysis of supply for the UK. Its author suggests there is no shortage of scientists and engineers in the UK, despite what the CBI says and contrary to the messages of successive governments. However, both the paper and the Guardian's reporting are based on some pretty odd assumptions. While it's true that about half of Stem graduates end up in careers outside science, that's not an argument to say that too many young people are studying science.



For a start, a Stem degree is a fantastic preparation for a huge range of careers. We should celebrate that fact, not mourn it. Statistics show (table 7) that if you study engineering, physics or chemistry as your first degree, you're almost 90% likely to be in either full-time employment or further study three years later. Those figures compare with 73% for the creative arts, and 78% for languages and historical or philosophical studies. The average across all graduates is just above 80%. That's because a Stem degree gives you a huge range of skills that are in demand in wide variety of jobs, not just in science. Isn't that a good thing? We could "fix" it by training science graduates to be useless in the wider economy, but at the moment we have a higher education sector that is successfully producing young people equipped with highly transferable skills.



Moreover, what's the problem if Stem graduates end up in careers outside science and engineering? If anything, we need more of it. We're crying out for more scientists and engineers to teach in schools, get into politics and the civil service, and become involved in running companies. The scientific method should be more embedded in society, not less. In the UK, we have only two MPs with a PhD. China, the most populous country and fastest growing economy in the world, has been led for the past eight years by two men who are professional engineers. I'm not saying it's better – but wouldn't it be nice to have some diversity among all the lawyers and economists?



We don't worry when law graduates don't become lawyers, history graduates don't become historians, or English graduates don't become … er … So why be concerned about the versatile engineer or chemist? True, we do need more people going into research and development if the UK is to successfully rebalance its economy. To achieve that we must increase investment in research and skills so that employers have a reason to come here, and in turn attract our science and engineering graduates into science and engineering jobs. Yes, each company and lab leader will be looking for the very best staff, so with the best will in the world you're not going to get every single engineering graduate into their first-choice profession. But how is that different from any other type of graduate?



It's a shame that the Guardian's report focused on the misleading figures when there was much else of value in the study. We see that there is far too much social and gender stratification in the people who actually go into science and engineering. This is unacceptable, given the benefits that those subjects give to their students. It's 2011, and yet we still only have around one in 10 female graduate engineers. You're more likely to take science and maths A-levels if you attend an independent school, with pupils at state-maintained schools over-represented in arts and humanities subjects instead.



There is emphatically still a need for more scientists and engineers – and, far from retrenching support for science and engineering, we should be concentrating on making these subjects more accessible to everyone.