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  • Queen Elizabeth II – 2012 Christmas Broadcast

    Queen Elizabeth II – 2012 Christmas Broadcast

    The Christmas Broadcast made by Queen Elizabeth II on 25 December 2012.

    This past year has been one of great celebration for many. The enthusiasm which greeted the Diamond Jubilee was, of course, especially memorable for me and my family. It was humbling that so many chose to mark the anniversary of a duty which passed to me sixty years ago. People of all ages took the trouble to take part in various ways and in many nations. But perhaps most striking of all was to witness the strength of fellowship and friendship among those who had gathered together on these occasions.

    Prince Philip and I were joined by our family on the River Thames as we paid tribute to those who have shaped the United Kingdom’s past and future as a maritime nation, and welcomed a wonderful array of craft, large and small, from across the Commonwealth. On the barges and the bridges and the banks of the river there were people who had taken their places to cheer through the mist, undaunted by the rain. That day there was a tremendous sense of common determination to celebrate, triumphing over the elements.

    That same spirit was also in evidence from the moment the Olympic flame arrived on these shores. The flame itself drew hundreds and thousands of people on its journey around the British Isles, and was carried by every kind of deserving individual, many nominated for their own extraordinary service.

    As London hosted a splendid summer of sport, all those who saw the achievement and courage at the Olympic and Paralympic Games were further inspired by the skill, dedication, training and teamwork of our athletes. In pursuing their own sporting goals, they gave the rest of us the opportunity to share something of the excitement and drama.

    We were reminded, too, that the success of these great festivals depended to an enormous degree upon the dedication and effort of an army of volunteers. Those public-spirited people came forward in the great tradition of all those who devote themselves to keeping others safe, supported and comforted.

    For many, Christmas is also a time for coming together. But for others, service will come first. Those serving in our Armed Forces, in our Emergency Services and in our hospitals, whose sense of duty takes them away from family and friends, will be missing those they love. And those who have lost loved ones may find this day especially full of memories. That’s why it’s important at this time of year to reach out beyond our familiar relationships to think of those who are on their own.

    At Christmas I am always struck by how the spirit of togetherness lies also at the heart of the Christmas story. A young mother and a dutiful father with their baby were joined by poor shepherds and visitors from afar. They came with their gifts to worship the Christ child. From that day on he has inspired people to commit themselves to the best interests of others.

    This is the time of year when we remember that God sent his only son ‘to serve, not to be served’. He restored love and service to the centre of our lives in the person of Jesus Christ. It is my prayer this Christmas Day that his example and teaching will continue to bring people together to give the best of themselves in the service of others.

    The carol, ‘In the Bleak Midwinter’, ends by asking a question of all of us who know the Christmas story, of how God gave himself to us in humble service: ‘What can I give him, poor as I am? If I were a shepherd, I would bring a lamb; if I were a wise man, I would do my part’. The carol gives the answer, ‘Yet what I can I give him – give my heart’.

    I wish you all a very happy Christmas.

  • Queen Elizabeth II – 2013 Christmas Broadcast

    Queen Elizabeth II – 2013 Christmas Broadcast

    The Christmas broadcast made by HM Queen Elizabeth II on 25 December 2013.

    I once knew someone who spent a year in a plaster cast recovering from an operation on his back. He read a lot, and thought a lot, and felt miserable.

    Later, he realised this time of forced retreat from the world had helped him to understand the world more clearly.

    We all need to get the balance right between action and reflection. With so many distractions, it is easy to forget to pause and take stock. Be it through contemplation, prayer, or even keeping a diary, many have found the practice of quiet personal reflection surprisingly rewarding, even discovering greater spiritual depth to their lives.

    Reflection can take many forms. When families and friends come together at Christmas, it’s often a time for happy memories and reminiscing. Our thoughts are with those we have loved who are no longer with us. We also remember those who through doing their duty cannot be at home for Christmas, such as workers in essential or emergency services.

    And especially at this time of year we think of the men and women serving overseas in our armed forces. We are forever grateful to all those who put themselves at risk to keep us safe.

    Service and duty are not just the guiding principles of yesteryear; they have an enduring value which spans the generations.

    I myself had cause to reflect this year, at Westminster Abbey, on my own pledge of service made in that great church on Coronation Day sixty years earlier.

    The anniversary reminded me of the remarkable changes that have occurred since the Coronation, many of them for the better; and of the things that have remained constant, such as the importance of family, friendship and good neighbourliness.

    But reflection is not just about looking back. I and many others are looking forward to the Commonwealth Games in Glasgow next year.

    The baton relay left London in October and is now the other side of the world, on its way across seventy nations and territories before arriving in Scotland next summer. Its journey is a reminder that the Commonwealth can offer us a fresh view of life.

    My son Charles summed this up at the recent meeting in Sri Lanka. He spoke of the Commonwealth’s “family ties” that are a source of encouragement to many. Like any family there can be differences of opinion. But however strongly they’re expressed they are held within the common bond of friendship and shared experiences.

    Here at home my own family is a little larger this Christmas.

    As so many of you will know, the arrival of a baby gives everyone the chance to contemplate the future with renewed happiness and hope. For the new parents, life will never be quite the same again!

    As with all who are christened, George was baptised into a joyful faith of Christian duty and service. After the christening, we gathered for the traditional photograph.

    It was a happy occasion, bringing together four generations.

    In the year ahead, I hope you will have time to pause for moments of quiet reflection. As the man in the plaster cast discovered, the results can sometimes be surprising.

    For Christians, as for all people of faith, reflection, meditation and prayer help us to renew ourselves in God’s love, as we strive daily to become better people. The Christmas message shows us that this love is for everyone. There is no one beyond its reach.

    On the first Christmas, in the fields above Bethlehem, as they sat in the cold of night watching their resting sheep, the local shepherds must have had no shortage of time for reflection. Suddenly all this was to change. These humble shepherds were the first to hear and ponder the wondrous news of the birth of Christ – the first noel – the joy of which we celebrate today.

    I wish you all a very happy Christmas.

  • Queen Elizabeth II – 2014 Christmas Broadcast

    Queen Elizabeth II – 2014 Christmas Broadcast

    The Christmas Broadcast made by HM Queen Elizabeth II on 25 December 2014.

    In the ruins of the old Coventry Cathedral is a sculpture of a man and a woman reaching out to embrace each other. The sculptor was inspired by the story of a woman who crossed Europe on foot after the war to find her husband. Casts of the same sculpture can be found in Belfast and Berlin, and it is simply called Reconciliation.

    Reconciliation is the peaceful end to conflict, and we were reminded of this in August when countries on both sides of the First World War came together to remember in peace. The ceramic poppies at the Tower of London drew millions, and the only possible reaction to seeing them and walking among them was silence. For every poppy a life; and a reminder of the grief of loved ones left behind.

    No-one who fought in that war is still alive, but we remember their sacrifice and indeed the sacrifice of all those in the armed forces who serve and protect us today.

    In 1914, many people thought the war would be over by Christmas, but sadly by then the trenches were dug and the future shape of the war in Europe was set. But, as we know, something remarkable did happen that Christmas, exactly a hundred years ago today. Without any instruction or command, the shooting stopped and German and British soldiers met in No Man’s Land. Photographs were taken and gifts exchanged. It was a Christmas truce.

    Truces are not a new idea. In the ancient world a truce was declared for the duration of the Olympic Games and wars and battles were put on hold. Sport has a wonderful way of bringing together people and nations, as we saw this year in Glasgow when over seventy countries took part in the Commonwealth Games. It is no accident that they are known as the Friendly Games. As well as promoting dialogue between nations, the Commonwealth Games pioneered the inclusion of para-sports within each day’s events. As with the Invictus Games that followed, the courage, determination and talent of the athletes captured our imagination as well as breaking down divisions.

    The benefits of reconciliation were clear to see when I visited Belfast in June. While my tour of the set of Game of Thrones may have gained most attention, my visit to the Crumlin Road Gaol will remain vividly in my mind. What was once a prison during the troubles is now a place of hope and fresh purpose; a reminder of what is possible when people reach out to one another, rather like the couple in the sculpture.

    Of course, reconciliation takes different forms. In Scotland after the referendum many felt great disappointment, while others felt great relief; and bridging these differences will take time. Bringing reconciliation to war or emergency zones is an even harder task, and I have been deeply touched this year by the selflessness of aid workers and medical volunteers who have gone abroad to help victims of conflict or of diseases like Ebola, often at great personal risk.

    For me, the life of Jesus Christ, the Prince of Peace, whose birth we celebrate today, is an inspiration and an anchor in my life. A role-model of reconciliation and forgiveness, he stretched out his hands in love, acceptance and healing. Christ’s example has taught me to seek to respect and value all people of whatever faith or none.

    Sometimes it seems that reconciliation stands little chance in the face of war and discord. But, as the Christmas truce a century ago reminds us, peace and goodwill have lasting power in the hearts of men and women.

    On that chilly Christmas Eve in 1914 many of the German forces sang “Silent Night”, its haunting melody inching across the line. That carol is still much-loved today, a legacy of the Christmas truce, and a reminder to us all that even in the unlikeliest of places hope can still be found.

    A very happy Christmas to you all.

  • Queen Elizabeth II – 2015 Christmas Broadcast

    Queen Elizabeth II – 2015 Christmas Broadcast

    The Christmas Broadcast made by HM Queen Elizabeth II on 25 December 2015.

    At this time of year, few sights evoke more feelings of cheer and goodwill than the twinkling lights of a Christmas tree.

    The popularity of a tree at Christmas is due in part to my great-great grandparents, Queen Victoria and Prince Albert. After this touching picture was published, many families wanted a Christmas tree of their own, and the custom soon spread.

    In 1949, I spent Christmas in Malta as a newly-married naval wife. We have returned to that island over the years, including last month for a meeting of Commonwealth leaders; and this year I met another group of leaders: The Queen’s Young Leaders, an inspirational group, each of them a symbol of hope in their own Commonwealth communities.

    Gathering round the tree gives us a chance to think about the year ahead — I am looking forward to a busy 2016, though I have been warned I may have Happy Birthday sung to me more than once or twice. It also allows us to reflect on the year that has passed, as we think of those who are far away or no longer with us. Many people say the first Christmas after losing a loved one is particularly hard. But it’s also a time to remember all that we have to be thankful for.

    It is true that the world has had to confront moments of darkness this year, but the Gospel of John contains a verse of great hope, often read at Christmas carol services: “The light shines in the darkness, and the darkness has not overcome it.”

    One cause for thankfulness this summer was marking seventy years since the end of the Second World War. On VJ Day, we honoured the remaining veterans of that terrible conflict in the Far East, as well as remembering the thousands who never returned. The procession from Horse Guards Parade to Westminster Abbey must have been one of the slowest ever, because so many people wanted to say ‘thank you’ to them.

    At the end of that War, the people of Oslo began sending an annual gift of a Christmas tree for Trafalgar Square. It has five hundred lightbulbs and is enjoyed not just by Christians but by people of all faiths, and of none. At the very top sits a bright star, to represent the Star of Bethlehem.

    The custom of topping a tree also goes back to Prince Albert’s time. For his family’s tree, he chose an angel, helping to remind us that the focus of the Christmas story is on one particular family.
    For Joseph and Mary, the circumstances of Jesus’s birth — in a stable – were far from ideal, but worse was to come as the family was forced to flee the country. It’s no surprise that such a human story still captures our imagination and continues to inspire all of us who are Christians, the world over.

    Despite being displaced and persecuted throughout his short life, Christ’s unchanging message was not one of revenge or violence but simply that we should love one another. Although it is not an easy message to follow, we shouldn’t be discouraged; rather, it inspires us to try harder: to be thankful for the people who bring love and happiness into our own lives, and to look for ways of spreading that love to others, whenever and wherever we can.

    One of the joys of living a long life is watching one’s children, then grandchildren, then great grandchildren, help decorate the Christmas tree. And this year my family has a new member to join in the fun!

    The customary decorations have changed little in the years since that picture of Victoria and Albert’s tree first appeared, although of course electric lights have replaced the candles.

    There’s an old saying that “it is better to light a candle than curse the darkness”.

    There are millions of people lighting candles of hope in our world today. Christmas is a good time to be thankful for them, and for all that brings light to our lives.

    I wish you a very happy Christmas.

  • Queen Elizabeth II – 2016 Christmas Broadcast

    Queen Elizabeth II – 2016 Christmas Broadcast

    The Christmas Broadcast made by HM Queen Elizabeth II on 25 December 2016.

    There was a time when British Olympic medal winners became household names because there were so few of them. But the 67 medals at this year’s Games in Rio and 147 at the Paralympics meant that the GB medallists’ reception at Buckingham Palace was a crowded and happy event. Throughout the Commonwealth there were equally joyful celebrations. Grenada, the Bahamas, Jamaica and New Zealand won more medals per head of population than any other countries.

    Many of this year’s winners spoke of being inspired by athletes of previous generations. Inspiration fed their aspiration; and having discovered abilities they scarcely knew they had, these athletes are now inspiring others.

    A few months ago, I saw inspiration of a different kind when I opened the new Cambridge base of the East Anglian Air Ambulance, where Prince William works as a helicopter pilot. It was not hard to be moved by the dedication of the highly skilled doctors, paramedics and crew, who are called-out on average five times a day.

    But to be inspirational you don’t have to save lives or win medals. I often draw strength from meeting ordinary people doing extraordinary things: volunteers, carers, community organisers and good neighbours; unsung heroes whose quiet dedication makes them special.

    They are an inspiration to those who know them, and their lives frequently embody a truth expressed by Mother Teresa, from this year Saint Teresa of Calcutta. She once said, “Not all of us can do great things. But we can do small things with great love.”

    This has been the experience of two remarkable organisations, The Duke of Edinburgh’s Award and the Prince’s Trust, which are sixty and forty years old this year. These started as small initiatives but have grown beyond any expectations, and continue to transform young people’s lives.

    To mark my 90th birthday, volunteers and supporters of the six hundred charities of which I have been patron came to a lunch in The Mall. Many of these organisations are modest in size but inspire me with the work they do. From giving friendship and support to our veterans, the elderly or the bereaved; to championing music and dance; providing animal welfare; or protecting our fields and forests, their selfless devotion and generosity of spirit is an example to us all.

    When people face a challenge they sometimes talk about taking a deep breath to find courage or strength. In fact, the word ‘inspire’ literally means ‘to breathe in’. But even with the inspiration of others, it’s understandable that we sometimes think the world’s problems are so big that we can do little to help. On our own, we cannot end wars or wipe out injustice, but the cumulative impact of thousands of small acts of goodness can be bigger than we imagine.

    At Christmas, our attention is drawn to the birth of a baby some two thousand years ago. It was the humblest of beginnings, and his parents, Joseph and Mary, did not think they were important.

    Jesus Christ lived obscurely for most of his life, and never travelled far. He was maligned and rejected by many, though he had done no wrong. And yet, billions of people now follow his teaching and find in him the guiding light for their lives. I am one of them because Christ’s example helps me see the value of doing small things with great love, whoever does them and whatever they themselves believe.

    The message of Christmas reminds us that inspiration is a gift to be given as well as received, and that love begins small but always grows.

    I wish you all a very happy Christmas.

  • Queen Elizabeth II – 2021 Christmas Broadcast

    Queen Elizabeth II – 2021 Christmas Broadcast

    The Christmas Broadcast made by HM Queen Elizabeth II on 25 December 2021.

    Although it’s a time of great happiness and good cheer for many, Christmas can be hard for those who have lost loved ones. This year, especially, I understand why.

    But for me, in the months since the death of my beloved Philip, I have drawn great comfort from the warmth and affection of the many tributes to his life and work – from around the country, the Commonwealth and the world. His sense of service, intellectual curiosity and capacity to squeeze fun out of any situation – were all irrepressible. That mischievous, enquiring twinkle was as bright at the end as when I first set eyes on him.

    But life, of course, consists of final partings as well as first meetings; and as much as I and my family miss him, I know he would want us to enjoy Christmas.

    We felt his presence as we, like millions around the world, readied ourselves for Christmas. While Covid again means we can’t celebrate quite as we may have wished, we can still enjoy the many happy traditions. Be it the singing of carols (as long as the tune is well known); decorating the tree; giving and receiving presents; or watching a favourite film where we already know the ending, it’s no surprise that families so often treasure their Christmas routines. We see our own children and their families embrace the roles, traditions and values that mean so much to us, as these are passed from one generation to the next, sometimes being updated for changing times. I see it in my own family and it is a source of great happiness.

    Prince Philip was always mindful of this sense of passing the baton. That’s why he created The Duke of Edinburgh’s Award, which offers young people throughout the Commonwealth and beyond the chance of exploration and adventure. It remains an astonishing success, grounded in his faith in the future.

    He was also an early champion of taking seriously our stewardship of the environment; and I am proud beyond words that his pioneering work has been taken on and magnified by our eldest son Charles and his eldest son William – admirably supported by Camilla and Catherine – most recently at the COP climate change summit in Glasgow.

    Next summer, we look forward to the Commonwealth Games. The baton is currently travelling the length and breadth of the Commonwealth, heading towards Birmingham, a beacon of hope on its journey. It will be a chance to celebrate the achievements of athletes and the coming-together of like-minded nations.

    And February, just six weeks from now, will see the start of my Platinum Jubilee year, which I hope will be an opportunity for people everywhere to enjoy a sense of togetherness; a chance to give thanks for the enormous changes of the last seventy years – social, scientific and cultural – and also to look ahead with confidence.

    I am sure someone somewhere today will remark that Christmas is a time for children. It’s an engaging truth, but only half the story. Perhaps it’s truer to say that Christmas can speak to the child within us all. Adults, when weighed down with worries, sometimes fail to see the joy in simple things, where children do not.

    And for me and my family, even with one familiar laugh missing this year, there will be joy in Christmas, as we have the chance to reminisce, and see anew the wonder of the festive season through the eyes of our young children, of whom we were delighted to welcome four more this year.

    They teach us all a lesson – just as the Christmas story does – that in the birth of a child, there is a new dawn with endless potential.

    It is this simplicity of the Christmas story that makes it so universally appealing: simple happenings that formed the starting point of the life of Jesus — a man whose teachings have been handed down from generation to generation, and have been the bedrock of my faith. His birth marked a new beginning. As the carol says, “The hopes and fears of all the years are met in thee tonight”.

    I wish you all a very happy Christmas.

  • PRESS RELEASE : Major overhaul of qualifications to raise the standard of teaching [March 2011]

    PRESS RELEASE : Major overhaul of qualifications to raise the standard of teaching [March 2011]

    The press release issued by the Department for Education on 11 March 2011.

    An independent review of the key skills that teachers need to improve students’ performance has been launched today.

    Every new teacher must meet a series of standards to stay in the classroom – but the current standards aren’t rigorous, clear or effective enough.

    In a recent survey, more than a third of teachers did not feel the current standards provided a good definition of teacher competence and 41 per cent believed that professional standards did not make any difference to the way they taught.

    Instead of focussing on the essential skills of great teaching, the current standards are a vague list of woolly aspirations. For example, an experienced teacher must “contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation”.

    The new approach will set out rigorous standards teachers should meet in order to:

    • provide excellent teaching
    • crackdown on bad behaviour
    • improve pupils’ skills in the basics of English and maths
    • provide better support to those pupils falling behind.

    New standards will help raise the bar for performance and help identify those who need more support to improve. Under the current approach, teachers and headteachers say:

    • it is hard to measure a teacher’s progress
    • there is a lack of clarity about when a teacher is meeting the standards
    • the standards do not fit easily with the procedures for tackling underperforming teachers.

    The review will be led by Sally Coates, the outstanding Principal at Burlington Danes Academy in London. Other excellent headteachers, teachers and education experts will sit on the review.

    They will recommend to Government a simple and clear set of key skills that teachers must meet. They will also review the GTCE Code of Conduct and consider how the standards fit with the new Ofsted inspection criteria.

    The current bureaucratic standards are expected to be replaced from September 2012.

    The current standards include:

    • 33 standards a trainee teacher must meet in order to qualify for Qualified Teacher Status (QTS). Three are focused on how to “communicate effectively” and “have a commitment to collaboration and co-operative working”. Only two standards are explicitly about skills on how to teach effectively
    • 120 pages of guidance to go with the QTS standards that trainee teachers are expected to follow
    • a total of 102 standards teachers must meet across all levels. There are four core standards on ‘health and wellbeing’. Just two are on making sure they have a good ‘subject and curriculum knowledge’.

    Education Secretary of State Michael Gove said:

    We already have the best generation of teachers we’ve ever had working in our schools. But the progress being made by other nations to improve their education systems means that we need to redouble our efforts to transform our schools.

    We are already expanding Teach First and focussing our reforms on attracting the best graduates into our schools. But we need to make sure that those already in the classroom are continuously improving.

    Headteachers and teachers have told me in no uncertain terms that the current teachers’ standards are ineffective, meaningless and muddy, fluffy concepts. There is also no clear evidence that they help to improve standards.

    That’s why we need clear standards that teachers can use to guide their development. I am delighted that one of the best headteachers in the country, Sally Coates, who has made it her mission to transform schools, has agreed to lead the Review.

    Sally Coates, Chair of the Teachers’ Standards Review and Principal at Burlington Danes Academy in London, said:

    Clear and focussed Teachers’ Standards that are relevant to classroom practice are key. They need to reflect the craft of teaching and be meaningful to teachers so that they can teach and develop to the best of their ability.

    With more than a hundred different standards on top of the GTCE’s Code of Conduct, it has become bureaucratic and confusing for headteachers and teachers alike. That is why I welcome the opportunity to lead the review into Teachers’ Standards.

    Ava Sturridge-Packer CBE, headteacher at St Mary’s Church of England Primary School in Birmingham, said:

    As the educational landscape continues to change, it is timely for a review of the skills, dispositions and evaluations in teaching. They impact on the climate of teaching and learning in schools today.

    Greg Wallace, Executive Principal of the London Fields and Woodberry Down Federation in Hackney, said:

    The move towards defining clearer professional standards for teachers has been positive in many ways. Now is the time to go further, to seek to define unequivocally clear standards that ensure the best classroom practice becomes the norm.

    There will always be huge scope for some exceptional teachers to develop new ideas. However, I think the new standards should give due weight to the importance of understanding how to teach reading, writing and maths. They should define a precise core of skills and knowledge to enable the best possible start for every child.

    Patricia Sowter, Principal at Cuckoo Hall Academy in London, said:

    I welcome a review of professional standards for teachers to achieve improved clarity, with a strong emphasis on excellent teaching and outcomes for children. Behaviour and conduct of teachers can be made explicit within the standards therefore eliminating the need for a separate GTCE code. I look forward to a review of the current Ofsted framework to reduce unnecessary bureaucracy for schools.

    Dr Dan Moynihan, Chief Executive of Harris Academies, said:

    As things stand the existing Teachers Standards are poorly used. They are complicated and over burdensome and as a result too many schools make little reference to them beyond the 12 month induction period for new teachers. This is a lost opportunity.

    We now have a chance to produce a more slimmed down, coherent and user friendly set of standards with recommendations on how these can be incorporated into the life of a school in a meaningful and practical way. It will help transform the quality of teaching and the lives of young people. It is long overdue.

    Brian Lightman, General Secretary of the Association of School and College Leaders (ASCL), said:

    The production of one explicit and concise set of professional standards for the whole teaching profession has the potential to greatly assist school leaders to maintain a consistently high standard of teaching throughout the service.

    There are currently too many sets of standards relating to the teaching profession. This proliferation makes the standards very bureaucratic and difficult to use. This review is therefore to be welcomed if it leads to the production of one set of standards which can be applied to the whole profession.

    This review comes as part of the Coalition Government’s plans to raise the status of the teaching profession and improve standards in schools.

    The White Paper, The Importance of Teaching, says that raising the quality of teachers is the most vital reform if the education system in England is to become truly world-class.

    The Teachers’ Standards Review will submit an interim report to the Secretary of State in July 2011, setting out the recommendations for the standards required of teachers to acquire QTS and to pass induction (Core).

    A final report is expected during the autumn term making recommendations for the entire suite of teachers’ standards, with the new revised standards planned to come into effect from September 2012.

  • PRESS RELEASE : Post of chief schools adjudicator to be advertised [March 2011]

    PRESS RELEASE : Post of chief schools adjudicator to be advertised [March 2011]

    The press release issued by the Department for Education on 10 March 2011.

    The Secretary of State today announced that he will launch an open competition to appoint a new chief schools adjudicator to replace Dr Ian Craig.

    Dr Craig’s contract is due to expire in April 2012 and he and the Secretary of State have agreed it makes sense for his successor to take over in October this year to give them time to get up to speed ahead of the new admissions process.

    As a result Dr Craig’s contract will end this autumn and the process will begin to find his successor.

    Dr Ian Craig said:

    “I would like to place on record my thanks to the Secretary of State and his Ministerial team who have shown me considerable support since they took office.

    I would also like to take this opportunity to express my thanks to my team of fellow adjudicators and the officials in the Office of Schools Adjudicator, who have worked so hard and so professionally to ensure that the admissions system is as fair as we can possible make it.

    With a new admissions process coming into force in 2012, I feel the time is right for a new chief adjudicator to take on the role. It has been my privilege to have held this post and I look forward to a smooth transition to my successor.”

    Education Secretary Michael Gove said:

    “I would like to place on record my deep appreciation for the rigour and hard work, as well as the professionalism and diligence that Dr Craig has brought to this post. With the implementation of a new slimmer Code and Admissions Framework, subject to the passage of the Education Bill, we both agree the time is right to appoint a new adjudicator.

    Following discussions with Dr Craig, I am today announcing that we will shortly launch an open competition to appoint a new Chief Adjudicator. Dr Craig’s current contract was due to end in March 2012, but we have mutually agreed that it will be more appropriate for his contract to finish, with effect from 1 November 2011, following the delivery of his annual report.”

  • John Hayes – 2011 Speech on Making the Big Society Real

    John Hayes – 2011 Speech on Making the Big Society Real

    The statement made by John Hayes, the then Education Minister, at the Thistle Marble Arch Hotel in London on 9 March 2011.

    Hello everyone. It’s a great pleasure for me to be here today.

    I must begin by expressing thanks on behalf of us all to NIACE, Martin Yarnit Associates, the Workers’ Educational Association and Unionlearn for making today’s event possible and for their hard work and success in developing such a successful programme in just eighteen months.

    I also want to recognise and thank the project leader, Liz Cousins, for her unwavering enthusiasm and determination in getting the project up and running and in supporting Community Learning Champions throughout.

    The figures speak for themselves.

    To date, nearly 2,000 Community Learning Champions have been registered.

    Of these, 85 per cent are champions supported by development-funded schemes.

    In addition, there are 285 registered Community Learning Champions from current schemes that have not been in receipt of a development fund grant, but have nevertheless signed up to the support programme.

    Over the lifetime of the project, Community Learning Champions in development-funded projects have reached 100,000 learners and potential learners in their communities. Of those, well over 60 per cent were reached via a learning activity.

    I’d like to pause for a moment over these facts. Statistics may be the gold that administrators mine from the grey, bureaucratic earth, but they don’t come close to reflecting the reality of what has been achieved. .

    60,000 people whose lives have been touched by learning, made richer, more interesting and more fulfilled.

    And let’s not forget the knock-on effects that so often flow from a person choosing learning – on children, family and friends.

    We know that raising skills levels through formal training brings social as well as economic benefits – in the shape of better public health, lower crime-rates and more participation in the community activities that fuel the common good and power the national interest.

    But informal learning also plays an important role within the wider learning continuum because it develops self-esteem and confidence and has a proven track record in transforming attitudes and abilities to prepare people for further learning or to play a fuller role in their communities.

    Moreover, adult and community learning can make a real difference to people’s work prospects, particularly for those who’ve had very few chances in life or who come from the most deprived and excluded sections of society.

    It takes place in accessible community venues and takes account of individuals’ needs and learning styles. It engages people through their interests. Without this kind of learning, many people would never get started in learning or realise their full potential.

    2007 research from the Centre for the Wider Benefits of Learning found that informal learning provides a way back into formal, skills-based learning and more rewarding work for people with low skills and negative personal experiences of formal education.

    These are all reasons why I personally and this Government collectively are huge supporters of informal adult and community learning.

    We are passionate about its contribution to civil society, personal development and support for families.

    And that is why we protected the £210 million Adult Safeguarded Learning budget for informal adult and community learning in the 2010 Comprehensive Spending Review.

    The role of the Community Learning Champion in all this is vital. Learning Champions are not new, but having a national support programme is. Many Community Learning Champions have been working in isolation; now Government investment has given national coherence to local schemes, and raised their profile in communities across the country.

    Community Learning Champions are involved in activities as diverse as encouraging clients to improve the environment by growing hanging baskets and planting flower troughs, showing friends that they are never too old to learn, setting up their own informal learning groups or reaching out to older people in ethnic minority communities who are isolated and lonely due to language barriers.

    It is encouraging to see the diversity of people taking part in these schemes 10 per cent are Afro Caribbean, 3 per cent Bangladeshi , 5 per cent Indian and 5 per cent Pakistani.

    In addition, 13 per cent of Community Learning Champions declared that they had a disability.

    We are now embarking on a major reform programme, working closely with partners, to make sure that informal adult and community learning supports the Big Society, engages the most disadvantaged people in our communities and offers progression routes into further learning. We do not underestimate the impact that Community Learning Champions can have in their communities. Who else knows their community better than those who live within it?

    Now that the funding for development projects is coming to an end, it will be important for both existing and new partners to consider how to build on their legacy and extend the availability of this important community resource. I know that there are important lessons here to be learned from many of the projects, and that the issue of finding local sponsors and other sources of financial support is a real one.

    Over the coming months we will work closely with partners to consider how public funding can be refocused and reprioritised to guide and support the people who need the most help and have had the fewest opportunities.

    This is in tune with our ambition to give citizens and communities the power and information to come together and build a bigger and stronger society, actively involving all the families, networks and neighbourhoods that form the fabric of our everyday lives.

    The Big Society is a place where people, neighbourhoods and communities have more power and responsibility and use it to create better services. Community Learning Champions are becoming established as part of that Big Society.

    We have seen how this approach works.

    We look to you in this audience today and many more out there like you to help us take this forward.

    Thank you.

     

  • PRESS RELEASE : Alison Wolf writes for ‘The Times’ about her review of vocational education (March 2011)

    PRESS RELEASE : Alison Wolf writes for ‘The Times’ about her review of vocational education (March 2011)

    The press release issued by the Department for Education on 8 March 2011.

    Alison Wolf is professor of public sector management at King’s College London. She completed a review of vocational education for the Department for Education in March 2011.

    She wrote the following article for ‘The Times’ on 8 March 2011.

    Should we care how two-thirds of English young people are educated? It sounds like a stupid question. But look at what we offer teenage students, and it seems obvious that, in fact, our elite hasn’t been bothered.

    In England, as in every other developed country in the world, ‘staying on’ at school is now so normal that it hardly counts as a decision. Well over 90% of 16-year-olds continue education or formal training after their GCSEs, well in advance of it being made compulsory a few years from now.

    Of these, only the minority are doing pure A levels, the route taken by pretty well every journalist, politician or senior civil servant. The large majority are not.

    I have just completed a review, for government, of our majority – more commonly known as ‘vocational’ – education. I have recommended major changes because we are wasting billions of pounds a year educating young people for unemployment not employment. This is economically demented, and also flies in the face of English citizens’, and taxpayers’, legitimate aspirations and desires.

    Vocational education courses are, of course, highly varied. They include Rolls-Royce or Airbus apprenticeships, where competition for a place is fiercer than for Oxbridge. BTEC National Diplomas lead to university for growing numbers of 18-year-olds; long-established craft qualifications feed into good careers.

    But many vocational qualifications have no obvious market value at all. We have known this for years, from repeated high-quality research studies. They lead nowhere, other than to more, equally pointless qualifications. Schools and colleges are been rewarded for ‘making the numbers’; paid when people pass and penalised if they do not. So they have had a strong incentive to enter students for qualifications because they are easy, rather than because they are good for students. Many have duly done so.

    However, ‘payment by results’ is only part of the problem. Vocational education has been distorted by a particularly strange case of English exceptionalism, which has put us completely at odds with the rest of the developed world.

    Does this matter? Yes. As we have just discovered again, economies are not stable and predictable. Changing one’s occupation is the rule, not the exception, and the labour market rewards general skills. Everywhere else, specialisation has been duly postponed and a general core education is taken by all students until around 16. When vocational specialisation does begin, other countries combine it with a lot of general education as well.

    And then there’s England. Here, vocational qualifications for young people have been developed, by government, in the most narrow of ways, based on the very specific skills of today’s economy. The theory is that this gives ‘business’ what it wants.

    Yet it is not what employers want at all. These new government-sponsored qualifications are the ones which, time and time again, show zero or negative returns in the labour market. In other words, in practice, employers treat them as worthless.

    More and more English 14- and 15-year-olds are now taking large numbers of vocational options. But no pupil that age, in the modern world, should be on a narrow track. That doesn’t mean giving up practical and vocational subjects altogether; one can easily deliver broad clusters of academic subjects, such as the coalition government’s new English Bacc, in 70% or 80% of the week. But early specialisation is economically stupid as well as deeply unfair to those involved.

    Our current system is one of which we should be ashamed. Take maths and English, the most fundamental skills of all: the entrance tickets to A levels, top apprenticeships, university, the labour market. They are important because they matter in pretty well everything and are rewarded right through life.

    In England, over half our 16-year-olds still fail to get good English and maths GCSEs. What I hadn’t realised until I carried out this review is that, 2 years later, over half still don’t have them; and that our education system has been placing huge barriers in their way. If you are paid by results – as sixth-forms have been – and steered by governments towards easy literacy and numeracy tests – as sixth-forms have been – GCSEs do not look very attractive. And so they have duly disappeared from the sixth-form curriculum.

    It is simply not true that we are a nation with low aspirations. The mothers of 97% of new-borns, from all social classes, hope their children will go to university one day; parents of every social class are desperate to find good schools for their children. Our major parties are all, quite rightly, signed up to opportunity for all. But English government has been delivering education which systematically denies opportunities to huge numbers of young citizens. This is dreadful for them. It is bad and shameful for us all.