AS I listened to a report that pupils are increasingly truanting from schools, it struck me that what we do to children today is akin to what our 18th century Navy did to find recruits we press-gang them. In the name of education, we force teenagers to attend schools, an experience they regard as an unendurable tedium and a waste of time.
Too many British schools are just plain dreadful. The governments only idea is to pour in more money. I think it is time we gave pupils the dignity of choice. In the VIth form it ought to be the students own choice this would naturally be informed by family affinities and priorities.
Radical is one of those words so worn out by overuse it is stale but my proposal is authentically radical. Let us convert every school into a business. Let every teacher become an entrepreneur. The state, which means local authorities, should get out of schooling altogether.
Imagine an educational market in which the customers reigned not the LEA bureaucrats.
It is part of our shared British mental furniture that we assume private schooling is exclusively for the affluent. We need to shatter this. It is the families with the most modest incomes that would be most enhanced by selling off every school. They could escape the mediocrity of bog standard comprehensives.
One of my heroes is Professor James Tooley of Newcastle University. He is the leading exponent of converting schools from the state to the market. Tooleys recent paper on private schools for the poor has just won the International Finance Corporation prize for explaining how India and China are leading the way in letting students escape capture by dud state schools.
You might think the USA might offer some free market school ideas but, with a few honourable and interesting exceptions, American schooling is frozen in the aspic of state schooling. It is my view the acclaimed success of the new Indian and Chinese private schools for the poorest families is a phenomenon that will reach Britain soon.
The National Union of Teachers and other UK school interest groups will fight this thinking with vehemence until we satisfy them their incomes and professional pleasure can be boosted by schools as trading entities. We all recall from our own schooldays that there are some teachers who have the mysterious quality to engage young minds. Others are entirely and permanently useless. Private schools would double or treble the income of teachers with flair. The dud ones will have to improve or leave the profession.