The news that one in five of our children are growing up in homes dependent on benefit is indeed shocking. There is the normal moral panic from some (Robert Whelan, of the Right-wing think-tank Civitas, quoted in the Telegraph "We need a stick to get people off benefits. The whole welfare policy has been based on carrots, which are not working. These people have now eaten so many carrots it's amazing they haven't turned into rabbits.") but this doesn't address the real imperative, to improve the life chances of these children. When research demonstrates how clear the link is between poverty and academic achievement there is surely a need for a complete rethink about our education system. With able children from poor homes being overtaken by their less able middle class peers by aged 6, this radical rethink must be within a context that is also tackling the underlying scandal of child poverty. Children who live in overcrowded, poor quality housing, who are unable to eat properly or keep warm, are immediately disadvantaged when it comes to learning.
Whilst choice is an important aspect for any parent, the reality is, for many of those already disadvantaged, choice is a myth. So my argument is that the mantra should be about quality. Whatever your background you should be guaranteed a quality education. It is striking that the outcomes sought through Every Child Matters do not include equality. That might be a start. There also needs to be a recognition that for some of our children school is a nightmare (recent research suggested as many as 1 in 7 hate school). More effort should go into developing new approaches to learning. I often joke that I left teaching because I was interested in learning, but there is an element of truth. Youth workers have a toolkit of skills and an approach that seeks out and utilizes the "hooks" that engage young people in learning. They have a flexible enough approach to be able to seize and exploit every opportunity. Now of course, with the voluntary engagement of young people and without the constraints of a classroom, they have an easier task than most teachers. But I would suggest that a more creative and flexible approach to learning, particularly for those who are clearly turned off, would reap dividends.
The fact that in one of the wealthiest countries in the world we are still failing so many of our children is shameful. There is so much to do, perhaps fundemental changes within formal education is a long term aim, but in the short term, far more investment could be going into the non formal sector along with a recognition of the important contribution good youth work makes to the life chances of some of our most marginalised young people.