James Callaghans Great Debate Speech Influence on Education Policy - Essay Example

?James Callaghan’s ‘Great Debate ‘Speech – Influence on Education Policy Introduction This paper would examine the “Great Debate” Speech of James Callaghan delivered in the year 1976, and the influence that it had on the education policy, after 1979. Before elaborating on that, it would be worthwhile in having a brief look at this speech, for the same would be of great help in understanding the contents to be discussed in the subsequent sections of this write-up. Here, it needs to be noted that, the following is just an overview of the salient points of the speech, and which are relevant to the topic of this paper. Great Debate Speech This historic speech was delivered by James Callaghan in Ruskin College, located at Oxford, in October 1976. Callaghan begins his speech by highlighting the uniqueness of the college, in the sense that all its students went on to hold prominent positions in the society. He then expresses his appreciation of the fact that there is a strong relationship between the trade unions and Ruskin College. Callaghan subtly states that there are some sections, which are not in favor of the attention of public getting focused on the all-important aspect of education. (1) Callaghan argues that children are the most valuable of all the forms of natural resources, and they should be groomed in a manner so as to be responsible citizens of the country. He suggests that providing them with the right education is the means through which that purpose can be realized. He conveys that all the people toiling in the realm of education are vested with the responsibility of designing its (education) pattern in such a way that the needed standards are successfully met. He then says that he has been highly impressed by the manner in which teaching is carried out in the schools, across the country. Here, Callaghan does not fail to emphasize on the top level commitment displayed by the teaching fraternity. But it is at this point that he throws light on a rather perturbing fact: students who complete education in schools and come out join the industry as employees are struggling to do total justice to their jobs. (1) James Callaghan expressed some unhappiness that majority of students coming out of educational institutions are not inclined to work for the industry. Most of them were choosing to join either the civil services or the academic fraternity. At this juncture, he stresses on the importance of technology-based education that would empower the students in rendering excellent service to the industry. (1) Callaghan also brought the attention of his audience to the fact that, parents of the students were having some misgivings about the unconventional teaching format. This was more so because, the very purpose of the format would be destroyed if the teaching personnel are not that competent. He stated that it is the bound duty of the teaching personnel to be removing the above misgivings. Callaghan remarked that it is of paramount relevance that a perfect balance is brought between the aspects of having technological skills and being responsible to society. Neither of the two should be prioritized at the cost of the other. (1) James Callaghan mentioned that the expected standards for employment have rapidly risen, and that people lacking the needed technical skills are at a disadvantage. He added that, the educational system should be such that, it should successfully address this issue and enhance the technical knowhow of the students. By this, the students would be facing no hassles in taking up jobs that necessitate having of sound technical knowledge and capabilities. Callaghan concludes his speech by urging the academic fraternity to initiate all the needed changes, so that students can make a mark for themselves in their future roles as employees. (1) Impact on the Educational Policy after 1979 It is not at all an exaggeration in stating that the “Great Debate” speech of James Callaghan triggered some crucial changes in the educational system- changes that can be categorized as revolutionizing the then existing policies! At this point, it needs to be noted that, the authorities got aware of the importance of technology-centric educational policy, only after all the pertinent points were highlighted in the “Great Debate”. As a matter of fact, it was also accepted that such a system of education would also be contributing the economic growth of Great Britain, courtesy the points focused upon by Callaghan. (2) Subsequent to the elections of 1979, the Government unveiled a project for thoroughly understanding the key role that the usage of computers could play in schools. This project was for duration of four years. After that, in the year 1980, the Department of Trade and Industry introduced its “Micros in Schools” Scheme. Under this Scheme, funding to the tune of fifty percent of the total cost was granted to the initial personal computer, in every school. (2) At that point of time, there were very few people in the teaching fraternity who were technically competent to impart the education related to usage of computers. As a direct consequence of that situation, the authorities formed fourteen specialized networks, spread across Wales, England and Northern Ireland. These networks were propelled by the crucial objective of making sure that both the teachers and also the students are provided with full access of all the related knowledge. The aforementioned four-year project was extended for another two years, and subsequently, the entire educational system got dramatically transformed. The vital issue of education based on development of technical skills emphasized by the “Great Debate” was successfully addressed. (2) It would in no way be an overstatement in maintaining that, that speech of James Callaghan went on to positively impact not just the corresponding scenario of Great Britain but also the global realm of education. And there is nothing surprising about it, for he spoke about the crucial aspects of all the stages of education, and not just those (aspects) related to higher education at university level. (3) Impact on School Curriculum The period between the years 1978 and 1985 witnessed several changes that were made to the curriculum – changes that were without a precedent in the entire history of the country. The fact that, all those change are directly attributable to the “Great Debate” Speech of 1976 warrants no special mention. During that duration, many pivotal statements pertaining to the curriculum were published by HM Inspectorate, DES and several other organizations from the sector of education. (4) In fact, the authorities made it mandatory that all schools have to invariably modify both their curriculum and also schedule of teaching, latest by October of the year 1983. Apart from that, it was made compulsory that all schools carry out an evaluation of all the modifications made by them, on an annual basis, as well as have them renewed, as and when required. (4) The DES came out with three key statements, subsequent to the speech (“Great Debate”) by James Callaghan. The first amongst those was named as “Education in Schools”, in which, it was stated that having an understanding of the objectives of schools is of utmost importance, before initiating talks on changes to be made to curriculum. After several discussions and amendments, eventually, the curriculum focusing on the important subjects was brought out. As per this curriculum, the following subjects were stated to be of lot of relevance: Mathematics, English, Modern Languages, Science, Physical Education, Humanities and Religious Studies. (4) As a direct result of the Great Debate, the central government started to intervene in matters related to schools. These interventions, which started off as spending cuts, went on to be transformed into a strategy. This strategy was driven by the chief objective of modifying the education system in a manner so as to make it capable of bringing about several economic and social changes. (5) “Education in Schools: A Consultative Document”, which was a green paper deriving its contents from the speech of Callaghan, went on to highlight that many positive changes have indeed taken place, in the avenue of school education. This paper specified that the curriculum of schools has become much extensive than ever, and that the teaching is propelled by the child-oriented approach. (5) As a matter of fact, this paper also emphasizes on the scenario where, children are able to undergo education in an entirely relaxed environment. It (the green paper) maintains that it was not so in the past, when the educational pattern was a purely orthodox one, which was not receptive to even favorable changes. According to the paper, there has been a noteworthy rise in the standards displayed by the children. (5) The paper also encompassed a key aspect, mentioned earlier in this write-up, that majority of teachers were lacking the experience and capability to teach, as per the modified curriculum. In light of that, the green paper stated that, it is a major challenge that the purpose of the child-oriented education is not compromised. (5) James Callaghan Before proceeding further with elaborating on the changes to the educational system, resulting from the “Great Debate” Speech, it would not be out of place in focusing on some pertinent aspects of the career of James Callaghan. In fact, these are the facets that are directly related to the topic that is being discussed in this paper. James Callaghan succeeded Wilson as the Prime Minister of Great Britain, in the year 1976, and just shortly before his historic speech at Ruskin College. Just a month prior to that (speech), Shirley Williams was made the education secretary. (5) Based on the points mentioned in the last part of the preceding paragraph, it is obvious that Callaghan had a clear plan of drastically changing the educational system of Great Britain. There should not be any hesitation in concluding that Callaghan wanted a highly competent person as his education secretary, so that his dream of positive educational reforms can be realized. Economic Turmoil At this juncture, it has to be stated that Great Britain was going through an economic crisis in the early 1970s. The government was more bothered about addressing the several key economic issues, rather than worrying about transforming the sector of education. In fact, owing to the unpleasant economic scenario, financial help for schools was also stopped. Here, it needs to be highlighted that, owing to the aforesaid crisis, the government was able to justify their action in halting funding for educational institutions. As a direct outcome of all these circumstances, people started to get disillusioned by the educational system. They no longer were considering education as a panacea for several ills plaguing the country. (5) In addition to all that, politicians with a traditional pattern of thinking advocated the adherence to a format of education, which was consumer-centric. The aspect of a child-oriented system (of education) was not given any importance at all. In fact, the related scenario was so adverse that, these politicians started hindering anything that was progressive! (5) It was sometime in that era itself that a few ultra conservative politicians and academicians came out with five papers, which were later termed as “Black Papers”. These papers not just opposed innovative teaching methodologies, but also were fully in favor of grossly commercializing education. In light of all these points, it is clear that, at that time, the educational system of Great Britain was badly in need of some reforms. (5) More on the “Great Debate” At this point of this write-up, it is more or less imperative to be throwing light on some more salient points, which were a part of the “Great Debate” Speech. Callaghan strongly maintained that the opinions of teachers, parents, trade unions, employers and administrators have to be taken into account, prior to revision of curriculum. (5) In his Speech, Callaghan conveyed to the audience that the then prevalent educational system was not sufficient in making sure that Great Britain survives on the global economic landscape where, the competition is too severe. It is interesting to note that, initially, almost the entire teaching fraternity of Great Britain was very suspicious about the speech by Callaghan. And there indeed is a highly valid reason behind that. It (teaching fraternity) was still being driven by orthodox norms and practices. (5) Notwithstanding all the contents that have been focused upon in this paper, till now, it still cannot be stated with certainty that the “Great Debate” has been totally successful in bringing about all the needed changes. But simultaneously, it has to be noted that the educational system, in reality, did undergo some positive transformation, subsequent to the speech by James Callaghan. (5) The education system started to be scrutinized more than ever, not to mention the enhanced government intervention (in education system). The education system started to by abide by a systematic approach, and it was not so prior to the era of the “Great Debate”. To give an example, a mention can be made of the Education Reform Act of 1988, which divided the curriculum into four stages, with each stage getting concluded only after the related testing. (6) Likewise, The Education (Schools) Act of 1992 brought out a stringent pattern of school inspection. It was in that year (1992) itself that the first performance table was unveiled at the national level. The purpose of this table, which was in relation to the primary school, is to fully ensure that parents have a wider choice. Again in the year 1996, a similar table was developed even for the primary schools, enabling more choices for the parents. It needs to be specifically mentioned that, all these reformative measures have resulted from a sequence of events, which got triggered after the “Great Debate”. (6) Literature A brief glance at some of the literary works on the subject of “education in Great Britain” would convince even the most skeptical that the education system indeed has changed for the better, relatively. In this connection, it would very much be appropriate in briefly elaborating about three books, on this very topic. In his book “Education in Britain: 1944 to the Present”, which was first published in the year 2003, the author Ken Jones discusses about the manner in which Great Britain’s education system underwent transformation, over the preceding five decades. The book states that noteworthy expansion of education systems managed by the State has taken place. Jones highlights the fact the definition of the term “education” has drastically changed. This is in the sense that, workplaces, homes and playgroups, to name a few, have now become sources of powerful knowledge. (7) Jones also brings the attention of readers to a quite perturbing point that, in spite of the past fifty years witnessing several unique reforms, yet, some inequalities are still persistent. And elimination of these inequalities, at the earliest, is a major challenge that has to be promptly addressed. Overall, the author does a great job by analyzing the vital topic of education from political, economic, social and cultural perspectives. (7) The second edition of book “Education in a Post-Welfare Society”, penned by Sally and Tomlinson, is a comprehensive view of the history of British educational system. Just like the book mentioned earlier, even this one elaborates on the various changes that have taken place in the educational system, since the 1940s. This book narrates how the educational policy has undergone a change, when the government chose to dispense with the concept of welfare state and focus more on the growth of private sector. (8) This book vividly explains about the way in which Great Britain’s education policy is linked to the aspects of race, class, gender and the economy. The authors do not fail to throw light on the fact that the decentralization of education system was removed, and that just one centralized control came into being. Additionally, the book stresses on the aspect that education was now being used solely for pursuing commercial objectives, rather than addressing the needs of a welfare state. (8) The book “Schooling & Education and Social Change: 1964-1990”, written by Roy Lowe is the first of its kind, in the sense that, it vividly speaks about the extent to which education system has been affected by various economic and social trends. The book, whose contents are backed by a wide research, describes as to how the realm of education is being impacted by several happenings of other spheres. The author emphasizes that issues of gender and the varied ethnicity of the population are also exerting their influence on several educational policies, not to mention the role played by politics. (9) Roy Lowe argues that in this era where changes are rapidly taking place in all the spheres of activity, the education system is more necessitated that ever in keeping itself abreast with all these transformations. This becomes even more crucial when the fact is taken into consideration that, even matters pertaining to education are now being viewed from a political perspective. The book conveys that only when the system (of education) matches the pace of the various changes, it can substantially contribute towards economic and social stability. (9) Conclusion Keeping in view the aspects that have been discussed in this paper, it can be maintained that, on the whole, the “Great Debate” Speech of James Callaghan did contribute positively towards the education system of Great Britain. Simultaneously, it also has to be conceded that there are still several areas where, positive changes have not yet taken place. Probably, in this context, the most important point is that, some more reforms are more or less necessary for making sure that education system is transformed into a one that conforms to the needs of a welfare state. Excessive importance to commercial motives has to be eliminated. It needs to be noted that, it is this very issue that is inclusive in the book of Sally and Tomlinson. Ken Jones elaborates on the manner in which there are now several sources of educative knowledge, and this represents a positive aspect of changes to the system. The topic of this paper is an exhaustive one, and it is hence not possible to cover all its aspects in a brief paper such as this one. Yet, a sincere attempt has been made to encompass the most salient of all the pertinent points. Sources 1) “Towards a national debate”, education.guardian.co.uk/thegreatdebate/story/0,9860,574645,00.html, Internet, guardian.co.uk, October 2001. 2) “Richard Fothergill”, guardian.co.uk/news/2004/nov/15/guardianobituaries.obituaries, Internet, guardian.co.uk, November 2004. 3) “James Callaghan 1976-80”, labourhistory.org.uk/?p=22, Internet, The Labour History Group, March 2007. 4) “FROM BASICS TO AESTHETICS IN THE CURRICULUM”, bjaesthetics.oxfordjournals.org/content/25/1/57.extract, Internet, Nigel Proctor, ND. 5) “Education in England: a brief history”, educationengland.org.uk/history/chapter07.html, Internet, Derek Gillard, ND. 6) “SCHOOL DAY”, open2.net/schoolday/standards.html, Internet, open2.net, ND. 7) “Education in Britain: 1944 to the Present”, as.wiley.com/WileyCDA/WileyTitle/productCd-0745625746.html, Internet, John Wiley & Sons, Inc., 2011. 8) “Education in a Post-Welfare Society”, mcgrawhill.ca/highereducation/product/9780335217540/education+in+a+post-welfare+society/, McGraw Hill Ryerson Ltd., 2011. 9) “Schooling and Social Change 1964-1990”, routledge.com/books/details/9780415166898/, Internet, Routledge, 2011. 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