Optimism in Politics – Herald Column Saturday 8th July 2017

The United Kingdom has never been so well-educated. The number of
people going to university in Britain has exploded from three per cent
in the 1950s to almost fifty per cent today. Our citizens have never
been so well-informed about our politicians and their policies. And
lobby groups have never been so relentlessly practical – focused on
weekly campaigns to drive each individual MP, through three hundred
emails, to commit to a particular investment, or oppose a particular
law. Facebook and Twitter entwine and connect us as never before. So
why do we not feel that we are living in a great democratic moment,
and that policies are improving? Why instead do we feel that
everything is going wrong?

One of the reasons that we feel so disappointed may lie in our desire
to believe that almost any political problem can be solved. The last
thing I want to do is to reopen British political arguments after an
election. So let me try to make the point with something that we can
at least all agree on – the importance of basic education worldwide.
Education is vital for mind, soul, income, health, and well-being.
This is particularly true in the developing world, where pre-school
attendance is correlated with a fivefold increase in earning power;
secondary school education with better family planning; and schools in
general with better mental health. But hundreds of millions of
children in the world never attend school. Here, therefore, is a
tragedy. And one that we want to believe that we can fix through three
things – money, a plan, and ‘political leadership.’ This is why Gordon
Brown’s Commission has launched a campaign to raise three trillion
dollars annually for global education, intending, amongst other
things, to get every child in the developing world into school.

But do we really understand, when we campaign on this issue, how
difficult this problem is? Do we acknowledge, that when the
international community paid teachers’ salaries in Afghanistan, three
thousand “teachers” in only a single province, had never been anywhere
near a school. Or that in one African country at least, more than half
the teachers were themselves illiterate. Do we remember when we boast
that ‘the international community has increased by forty per cent the
number of poor children in school in the last fifteen years’, that
over sixty per cent of children in the developing world, currently
leave school illiterate?

No. Instead, countless articles, and speeches talk about how we need
to focus more on primary education; or pre-schools; or girls in the
secondary sector; on including more disabled children; more refugees;
more native language teaching; more investment for class-rooms; more
money for vocational training; more for teacher-training; more for
standards and testing; more resources for state education departments.
Save the Children and the One Campaign are calling for the British
Department for International Development to address these things
through committing 10 per cent of its budget to Global Education. All
of these ideas are good in themselves but they fall well short of the
fundamental problem

It doesn’t matter what the curriculum says, or how fine the classroom
is, or the textbook, or how large the enrolment is, or class size, or
how many marginalised children are in the school if the teachers
themselves can’t read or write. Or if the ‘teachers’ you are paying
simply don’t exist. What do you do in the many areas where there is
effectively no government? Or where different political pressures –
teachers’ unions, political parties, religious organisations – are
blocking all attempts at reform? Or when the education target for UK
Aid, proposed by the NGOs, would only meet one five thousandth of the
global need?

Here – as so often – we are deeply concerned by the problem, but very
reluctant to acknowledge its real depth or complexity. ‘Global
Education’ is not an exception. Like all our most fundamental
challenges at home, it cannot simply be fixed by ‘strategies’;
‘leadership’; ‘targets’ or even billions of pounds of investment.
Instead these problems are embedded in the deepest structures of our
economy, our demography, our politics, and our society. This
realisation sits very awkwardly with a culture that often likes to
pretend that everything can be fixed through technology. And it sounds
deeply pessimistic.

But it is in the end more truly optimistic than all the grand
strategies and utopian dreams – because it is grounded in reality. We
are fortunate – as a stable, highly educated and peaceful society – to
be able, if we wish, to understand our true condition at home and
abroad. By focusing more on the detail of real problems, and less on
instant solutions, we could begin to restore some patience, trust, and
common purpose in our politics. And perhaps, instead of hating
ourselves for our inability to achieve the impossible, we could begin
to focus instead on getting things done.

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