Category: Opinion

  • The secret to success? Get through all your emails

    The secret to success? Get through all your emails

    Daphne Philips

    Two things seem to have progressed in society simultaneously – and each to the detriment of each other. The first is the accessibility of communication and read receipts (visible acknowledgement that someone has read your communication, whether that be by email, WhatsApp or iMessage). The second is the fact that it has become socially acceptable not to respond.

    How did this happen? Read receipts might almost have been designed to induce professional and social anxiety. Our tech overlords surely know that there is no real utility in knowing when someone has read our communications. Yet when this information is available to us, worried questions circulate our minds. Why haven’t they replied yet? Will they ever reply? Have I been inadvertently rude? Is this person angry with me? 

    With so many blackhole email accounts at large corporations – and unresponsive gatekeepers surrounding well-known names – it is interesting to note that some of the most important and busy individuals tend to be the best repliers. This is no coincidence: success is always in the detail.

    A case in point is the example set by Sir David Attenborough. This week it was reported that the TV presenter wrote a handwritten response to a four-year-old who had sent him a query about extinction. This is not the first time that heartfelt responses have surfaced from Attenborough, and he has a reputation for responding to every letter – he gets about 40 a day – that is sent to his home address (he doesn’t do email). At 94, and still in peak demand, he could be forgiven for letting the standards slip. It is wholly admirable that he does not.  

    Other notable examples include the eminent American politician George Mitchell, best known for his key role in constructing the Good Friday Agreement, which brought to a halt the Troubles in Ireland. Whilst being an accomplished lawyer, judge, diplomat and US Senator Mitchell always finds the time to keep on top of his correspondence. It’s good diplomacy to be polite, but it also shows humility. Again, its no coincidence that the man who brokered peace in Northern Ireland also gets through his emails.

    Similarly Sir Martin Sorrell, the founder and former CEO of the world’s largest Advertising and PR group, WPP plc, is known for firing off courteous and almost immediate responses. Sir Richard Branson is also swift to reply to email.

    So it’s not at the top that such politeness and courtesy no longer seems to be expected; it’s in the middle. Often one can struggle to connect digitally with someone who is perfectly congenial in person only because the people around them make it difficult to get to them. This is not only a social manners issue. It also speaks to a breakdown in employment etiquette, and can only leave people frustrated and jaded.

    Of course, none of this is helped by working from home, where communication is so reliant on the digital.  Sir David Attenborough knows that now is a time more than ever when we need to lower the barriers of communication between us. That means listening – and taking the time to reply.    

    Photo credit: Christina @ wocintechchat.com  on Unsplash

  • The A-Z of launching a new business

    The A-Z of launching a new business

    Simon Hay and Joe Mathewson

    Sometimes businesses get started for the most every day reasons. In our case it was procrastination. We were both studying for our GCSEs and were happy to do anything other than revision. 

    It was 1999 and the internet was really taking off. We were frustrated that we couldn’t access any school work online. During study leave we’d need to cycle back and forth to school to pick up printouts, revision advice and tests. Our bedrooms were in complete chaos with paper and revision notes everywhere.

    There’s no denying we were techie teenagers. We surveyed the mess, applied our teenage ingenuity, and thought it would be fun to write some software that could make the situation better. 

    And that was much more interesting than actually doing some revision. We didn’t know it then, but seeing a problem and not being able to resist ‘scratching the itch’ is pretty common amongst entrepreneurs who found businesses. 

    At the same time, our Physics teacher who was an early evangelist for technology, ran a student competition to develop ideas for using the Internet to improve learning. We both entered, and he encouraged us to collaborate.   

    School success and encouragement

    We created the very first version of our platform with the Physics department. From there, pupil power really spread the word and soon teachers from other subjects were asking if they could use our software. By the time we started A levels our school was using it across all subjects and we were being called out of lessons to set things up and troubleshoot. 

    It was incredibly exciting to have made such a difference at our school, but we soon realised schools across the world faced similar challenges with technology. Encouraged by our initial success we approached other schools and by the time we left sixth form we had a handful of founding customers. 

    Taking the plunge from hobby to full time business

    However, we still didn’t see its full potential as a business.  We went to university, travelled, Joe became a semi pro DJ, and we took up jobs in the City.  I think our families maybe thought we would settle down. But all the time we were working on the trading floor we had a second job running Firefly.

    It was challenging as we’d be taking calls from schools in the middle of the day.

    These constraints forced us to produce a really strong product that was easy to use and reliable – and it reduced the calls.

    Looking back, it is clear that despite the City being exciting and fun, we really wanted to run our own business and have greater control. We secured our thirtieth school customer and thought “right let’s do this”. It was a hugely important moment. We were leaving well paid, enjoyable jobs to launch into the unknown. But we knew we had a product the market wanted.

    Since then, Firefly has grown rapidly. We’ve raised £10m in investment to support expansion into 40 countries and now have nearly 1.5m students, teachers and parents using the platform. It’s been hard work but the sense of purpose we have and fulfilment it gives us makes it worth it. 

    Advice to others 

    • Find a buddy– We constantly challenge each other, and develop and refine our thinking. We have known each other for 20 years. It’s the combination of ‘us together’, which makes the special sauce that is Firefly. 
    • Don’t drop everything straight away– We slowly incubated Firefly whilst we went to university and got jobs. Starting a business isn’t always about dropping everything immediately. We wouldn’t have been successful without the experience we got along the way. 
    • Tightly focus your tech product–  Think really hard about the right shape of your product – what should be in and out of scope. Early clients will want you to build features that won’t have widespread application, learn to say no nicely, but firmly.  
    • Ask for help – People are ready to help young entrepreneurs. We received lots of advice and people were really generous with their time. Just remember to say thank you! 
    • Don’t stand still– Continually look ahead to help ensure your product remains relevant. We are still doing this and recently launched our Parent Portalin response to what schools now need.

    The Covid-19 pandemic has demonstrated how innovation, courage and dogged hard work can make a difference to individuals, communities and the world. These are the qualities needed to launch business ideas. It’s a tough economic climate, but history shows that many of the strongest and longest-lasting companies have been started during downturns.

    As technology advances, the barriers to getting started are getting lower and lower, and there are also more successful UK tech start-ups to light the way. We are keenly aware that young people have been affected significantly by the pandemic. However, we know they are also going to be key to taking us forward. We really encourage any young person with a smart tech idea to give it a go. Scratch that itch and you might well have a roaring success on your hands.

    Simon Hay and Joe Mathewson are co-founders of Firefly Learning, an education technology company.

    https://fireflylearning.com/
  • Sir Rupert Jackson: from classics to the Court of Appeal – and back again

    Sir Rupert Jackson: from classics to the Court of Appeal – and back again

    The former Court of Appeal judge describes how his study of classics affected his career – and how his knowledge of the law impacted his recent work as a historian 

    It’s fair to say I always found the classics more interesting than the law. I did classics for my first two years and then switched. I did have some regrets. I enjoy law as an academic subject much less, but I was set upon pursuing a career as a barrister; but it doesn’t compare with the study of the classics. Even so, I thought that studying law might be a good idea under the circumstances. 

    But there are some aspects to a study of classics which can be of use in the law. An exposure to classical authors can be helpful, for example, when it comes to composing judgments. I structure all my judgments in the same way. I make them as clear as I possibly can, and in that I’m particularly influenced by Julius Caesar. Then, in terms of elegance of style, I am indebted to Tacitus. Greek literature is another pleasure: I have gained a lot from Thucydides, who is lucid like Tacitus, and from Herodotus when it comes to storytelling. 

    Traditionally, it’s always said that classics is a very good grounding for a legal career. It promotes orderly thought, and gives you the necessary intellectual background and so on. That’s all true. Classics is of great benefit for a legal career. But I’ve now found that a legal career is a great aid to the study of classics. Having practised as a lawyer for 50 years, I am well accustomed to studying evidence, assessing it objectively, and reaching my own conclusions. In my book, The Roman Occupation of Britain and its Legacy, I have tried to apply the disciplines which I have acquired in a legal career to analyse the evidence.  

    It seems to work like this. The study of classics reinforces your understanding and application of the law and practice as a lawyer reinforces your ability to analyse the archaeological and literary evidence in an ordered and structured way in order to reach logical conclusions. The two go together. 

    Since the time when I was an undergraduate study of classics, there has been a revolution in the study of Roman Britain is now. This is now driven by archaeological research – somewhat to the detriment of the literature. People pay a lot of attention to field studies, and much less attention to what the ancient authors have to say. In recent years, people have been so preoccupied with archaeology and field studies that they have downgraded the importance of the literature. I’ve tried to reintroduce the literature to a preeminent place in writing this book. 

    It took me eight years. I set about going through the literature first. I did that with the aid of translations where I was getting stuck with the original texts. In other words, I was operating in the traditional way – the way historians would have done it in the 1960s when I was studying classics of Cambridge. I then went through all the reports of field studies, together with the archaeological research reports and tried to combine that with the literary evidence.  

    That may sound like quite an arduous task for a mere amateur like myself. In fact, it’s an impossible task for an amateur. But by great good fortune, I had the help of Martin Millett, who is the Professor of Classical Archaeology at Cambridge. I went to see him at the suggestion of a Fellow of Jesus college where I’m an Honorary Fellow. He had his doubts as to whether a mere lawyer could actually make anything of it.  

    But we developed an entirely informal system. I would read chunks of archaeological research and so forth. I would draft my chapters and then go up to Cambridge. Martin and I would discuss them for an hour or two – then I would take him out for lunch. He was very happy with this arrangement.  

    I think he was quite interested to have a lawyer analysing the evidence and challenging what the academics had said. For me to have his input was essential: there was no way I would know which were the reputable articles and which weren’t; nor would I have known the best sites to visit or what I should be looking at. So Martin guided my reading and research informally.  

    Some people have said my book is funny, but that might be an area of disparity between classics and the law. It can be disastrous to make jokes in court. But I do try and bring the knowledge of human nature I’ve acquired in the law to the period. Imagine Caesar’s invasion of Britain today and you’d get a public enquiry immediately – or as in Iraq, three different public enquiries with three different terms of reference.  

    It’s important to treat a classics degree as a springboard for your intellectual life, and to continue to pursue your reading and study of what you have been learning at university. The interesting thing is that human nature doesn’t change very much: in the ancient texts we are observing how human nature, which is the same as now, operated in a very different historical and technological context. The human heart remains the same, but the mindset changes.  

    Sir Rupert Jackson was a Lord Justice of Appeal until his retirement in 2018. His latest book is The Roman Occupation of Britain and its Legacy (Bloomsbury). 

  • Hilary Leevers: engineering can provide ‘real fulfilment’

    Hilary Leevers: engineering can provide ‘real fulfilment’

    Hilary Leevers, CEO of EngineeringUK  

    With lockdown and restrictions affecting everything from socialising to exams, there’s no denying that there is much that young people might be worrying about. The future feels uncertain too; a recent survey found that the majority of 11 to 19 year olds feel that the coronavirus pandemic will make finding a job or undertaking higher education more difficult. While it is important that young people remain realistic about the challenges facing them, I want them to feel that their dreams are worth pursuing. There are still amazing career opportunities out there, and ways to bring these aspirations to life.  

    When it comes to young peoples’ aspirations, it is fantastic that so many are focused on choosing careers that make a positive difference to the world. Nine out of ten young people want a career that tackles social issues, from addressing environmental issues to keeping people safe and well. We also know that factors such as job opportunity and security are really important too, especially at this time of change.  

    For many young people, the job security and real fulfilment they seek could be found in engineering. 

    The engineering industry is incredibly diverse, with exciting career opportunities in everything from space and energy to design and food, sport and entertainment to gaming and technology.  Engineers are at the forefront of shaping the world we live in, helping to solve our biggest challenges. From dealing with cyber security and minimising the impact of natural disasters to developing sustainable energy, food, housing and products – engineers help pave the way to a better future for everyone. 

    You can make flying more environmentally friendly as an aerospace engineer or drive the use of renewable energy as an electrical or energy engineer. Biomedical engineers develop life-saving equipment and chemical engineers can stop the spread of disease. While, as a manufacturing engineer you could develop new ways of creating medical products. Mechanical engineering could see you designing prosthetic limbs and you can support international development or disaster recovery as a civil or structural engineer. 

    Recently, the coronavirus crisis has shone a spotlight on the brilliant work of scientists, technicians and engineers responding to the needs of the nation. We’ve seen exceptional examples of engineering across essential services and infrastructure – from the design and delivery of thousands of ventilators to the building of NHS Nightingale field hospitals. In fact, over three quarters of young people said they recognised the importance of engineers to developing new ventilators, keeping people connected through the crisis and turning spaces like exhibitions centres into hospitals.  

    As an engineer it’s possible you can save far more lives than as a medic. This is a powerful message but one that sometimes gets lost in the stereotypes that many people still hold about what an engineer is, and what they do. 

    The beauty of engineering is that it is just so diverse – not just in the range of problems engineers solve but in the types of people and the pathways they take into the industry. You don’t have to be a mathematical genius or chemistry wizard to become an engineer. A good understanding of maths and science (especially physics) will stand you in great stead, but so will skills in computing, D&T, construction, electronics. At its heart, engineering is all about creativity, problem-solving, teamwork and curiosity.  

    Engineers come from all different backgrounds and have achieved success through very different routes into the industry, including through apprenticeships, vocational training and university degrees. Employers and organisations like EngineeringUK have responded to our current crisis by making sure that information, advice, guidance and engineering experiences are now available online and remotely. The industry has really stepped up to support young people to explore their future and potential as engineers, including by pledging to work together to make engineering careers accessible for this generation of young people. If there are upsides of our current coronavirus world, it is that for young people, accessing engineering experiences can be done at any time, from anywhere.  

    Skills that engineers acquire – such as problem-solving, teamwork, project management and numeracy – are sought after by employers in nearly every industry, meaning that engineers are highly employable and can easily transfer their skills to different areas. Even though the pandemic is seeing shifts in the engineering workforce, employers are still reporting skills gaps, so there remains significant demand for engineering skills, with fantastic earning potential at all levels. And with the government’s commitments to investing in infrastructure, construction and decarbornisation, and innovation, now and into the future, hundreds of thousands more engineers will be needed. 

    At a time when young people are unsure about their futures, it is so important that they can explore career options, plan ahead, and be motivated to study. Now’s not the time to give up or feel frustrated. It’s the time to explore, plan and access as much support as possible to lay the path towards a fulfilling and secure career.  

    My message is that, while there are challenges ahead, there are also amazing career opportunities – not least in the world of engineering. I truly believe the future is bright for young people. Their desire to pursue careers that make a difference will bring them fulfilment and continue to help the UK engineering sector soar. 

    Additional information:

    To support schools to access Covid-secure engineering resources and experiences, EngineeringUK recently launched Neon, a digital platform that gives teachers easy access to quality assured online and offline engineering outreach activities. For the first time, Neon brings together the UK’s engineering experiences and career resources in one place, bringing STEM careers to life. With the support of the engineering community, Neon empowers teachers with the tools they need to engage young people in a career in the engineering sector, which makes up nearly 20% of the workforce.  

  • The Poet at Work III: Christopher Hamilton-Emery

    The Poet at Work III: Christopher Hamilton-Emery

    Continuing our regular series, we spoke to former Salt director Christopher Hamilton-Emery about juggling life as a publisher, with his work as a poet.

    Christopher Hamilton-Emery was born in Manchester in 1963. He studied sculpture, painting and printmaking at Manchester College of Art and Design before taking a degree in graphics at Leeds Polytechnic, graduating in 1986. Emery has published three collections of poetry, as well as a writer’s guide, an anthology of art and poems, and pocket editions of Emily Brontë, Keats and Rossetti. His work has been widely published in magazines and anthologised. He lives in Cromer, North Norfolk, with his wife and children.

    Until recently, Hamilton-Emery was the director of Salt Publishing, and there is a sense in which he has given so much of his time to other authors – Luke Kennard, Xan Brooks and Sian Hughes are among those who much to thank him for – that his own work may be somewhat underestimated. Recently he left his role at Salt to start a new role as Director of Operations at Shrine of Our Lady of Walsingham in Norfolk.

    For Finito World, Hamilton-Emery has written a remarkable poem ‘And Then We’. By telling details we are transported to another time and place – a world of ‘bound flax sail cloth’, ‘would dyed with kermis’ and a ‘tangled feast of eels’. This poem asks us to wonder what deeper meaning our work has and it demands that we imagine our way back into the shared past. It could only have been written by a poet with a profound sense of meaning, and moral duty. It shows a poet at the top of his form, whose strength is to have found a new lease of life in his work.

    As ever, we print an interview with the poet after the poem itself.

    And Then We

    And then we embraced, sprawling on the green deck like scattered gulls.

    And then we knelt under bound flax sail cloth, stinking and making the day.

    And then we carried whom could not stand to the red chapel blithely.

    And then we walked through your pristine marsh without hours or love or trees.

    And then we drew about us buckram cloth and wool dyed with kermes and slept.

    And then we pierced cockleshells and yearned for a tangled feast of eels.

    And then we walked by sordid wolves and boars in corporal torment.

    And then we met with hirsute leather brigands and were lost.

    And then we starved, Lord, and knew concupiscence, gnawing your works.

    And then we heralded salt wind, seal routes and spectres and walked dully on.

    And then we saw your slipper chapel and spread our toes on a mile of stones.

    And then we wept. At the ruin of our bodies we wept. At our just ruin.

    And then we dressed and swayed, all the same, through the unifying street in a love queue.

    And then we bent and entered Nazareth to see her and to know her choice.

    And then we knew a high permanent land, our eyes fixed on accommodating angels.

    And then we fell in stone-sealed Walsingham, with our fiat ringing, unanchored, teeming.

    And then we left to see ice oak burials, flame drift farms, our backwards night talk blazing.

    And then we sailed on, working new bones, each a prayer to the star of the sea.

    Interview

    You’re rare in that you’ve managed to be both a high-functioning poet and businessman – two skills that don’t always go together in the same person! What is the relationship between poetry and work like for you? Is it antagonistic or fruitful?

    At one level work simply pays for my writing life, or at least the space to have a writing life, though this wasn’t always the case. I was an editor at Salt for over twenty years, and that was complex and at times bad for my writing. It left no room; though I didn’t realise this when I started out in 1999. Of course, I came to choose to give up a large part of my life to my authors – thousands of them over the years – but the sacrifice, if we can call it that, came to swallow up almost all of my life. There was a lot of collision between my sense of myself as a writer and my publishing activities, yet I came to be wholly subsumed into the publishing role. The switch back to being employed elsewhere has been liberating, and I’ve been able to separate out my business life from my writing life and, more broadly, my private life. I mean, I actually have a private life now! I’m only eighteen months into this new operational role but going back to being a general manager has been very rewarding. I’m fortunate to have a great boss and wonderful colleagues and the move into the Church has been personally enriching for me. So certainly very fruitful, and not antagonistic at all. In fact, I’ve never written so much. I’ve always believed that I needed to be in the world of business, I didn’t want to teach, I didn’t want to live through grants or patronage, I wanted to do something commercial and, don’t get me wrong, for years I enjoyed my private sector life. But everything comes to an end. All endings are beginnings.

    You decided to step back a bit from Salt in order to work for The Shrine of Our Lady of Walsingham. Can you talk us through your decision to move careers?

    I’ve touched on this earlier. However, the decision to leave Salt and move to work for a Shrine wasn’t prompted by some calculated sense of balancing my writing life. I was going through a profound personal realignment. I’d lived a successful and content secular life for forty years, I had a rather dim view of religion, when suddenly I was dislodged from my own convictions. This was in part a process of disbelief, disbelief in secular satisfactions. I came to doubt the limitations of my own world view. I also realised, and had in my own writings, the limits of science in dealing with human experience, I used to consider how we cannot live in a world without mystery, but I didn’t know quite what this phrase meant. As I was travelling through this accommodation of my past – I’m a cradle Catholic – within a matter of weeks, I was interviewed and employed by the Shrine. I shan’t bore you with the personal narrative and experiences that fed into this, but it was the right decision for me and, after two decades of publishing and running my own business, I decided to serve Christ.

    The government has recently said that poetry should be optional at the GCSE level – a significant demotion in its importance on the curriculum. What is your view on that and what do you feel the impact will be?

    Whether poetry is inherently part of a curriculum or not, it will survive as an art form, so I don’t worry about its relationship to fiction or drama in the framework of syllabus development. I don’t worry about poetry in terms of its share of the education establishment. But there’s a wider context to this and that’s the way kids come into contact with poetry, or orchestral music, or ballet, or opera, or theatre. In this sense, education is the gateway, the space that gives permission to children, and in this context there’s a political and egalitarian component to this debate around poetry. The children of middleclass parents, those enjoying private education, the rich, are afforded more opportunities for this kind of assimilation into culture, and without the rebalancing of access within state education, we end up with a form of cultural apartheid. I hope this makes some kind of sense – it’s not the qualifications or curriculum, it’s the introduction, the initiation to this cultural capital that I find disturbing. I also recognise that poetry is a pain in the arse, yet it’s meant to be awkward, tricksy, resistant to authority, dissonant – things that are hard to teach and accommodate, things that can’t easily be measured or controlled. Poetry provides a critical citizenship and, I think, helps form the unity of the person and offers a living communion today and indeed through history.

    Was there a particular teacher when you were younger who turned you onto poetry?

    If memory serves, Mr Deacon, a supply teacher or trainee English teacher at my grammar school in Manchester, who was so exasperated with the boys not paying attention to some prticular text he threw his book through a window, smashing it. The headmaster promptly turned up and invited him to step out of the classroom for a private word. This singular act made me realise that something could have so much meaning to someone that they would physically act upon it. It was the perfect illustration of genuine literary passion and it set me off on the lifelong task of trying to create beauty and rapture. Or, not getting ahead of myself, at the very least, poignancy. Anyway, I do hope Mr Deacon survived his spell at St Peter’s and went on to do great things in teaching.

    What’s your favourite poem(s) about the workplace?

    Naturally, Larkin springs to mind, though his signal contribution is rather around the comedy of drudgery – and the progress of working life to its eschatological conclusion. Working life needn’t be quite so dreary! Most of us meet our spouses in this space. Most of find friends through work. A few of us find meaning in it. Elizabeth Bishop’s ‘Filling Station’ recovers the tiny spiritual attendances of working life. Plath’s ‘The Applicant’ is a terrific feminist retort to Hughes’ ‘Secretary’. Gary Snyder, Philip Levine great on work.

  • What the Sturgeon-Salmond Affair has to teach

    What the Sturgeon-Salmond Affair has to teach

    Alice Wright

    One of the most remarkable things about the Salmond v Sturgeon split is that these two warring enemies were once close friends. Sturgeon told the Holyrood committee yesterday that “Alex Salmond has been for most of my life — since I was about 20, 21 years old — not just a very close political colleague,” but also “a friend, someone in my younger days who I looked up to and revered.” 

    The duo dominated Scottish politics for over a decade and brought Scottish independence from a fringe movement to the forefront of the devolved parliament. Now their field of gold is strewn with accusations of “conspiracies” and calls for resignation. 

    Yet, after yesterday’s commanding performance it does not seem that Sturgeon will be stepping down. The Scottish Tories also seem to have jumped the gun in calling for a vote of no confidence. This, of course, may change if Sturgeon is found to have directly broken the ministerial code by misleading parliament about when she first learned of the allegations against Salmond. That investigation is still ongoing. 

    Accusations of sexual harassment and bullying in the workplaces of our highest offices and institutions continue to come to the fore. Bullying allegations against the Duchess of Sussex have this week emerged from Kensington Palace, and again, only an inquiry will bring the true story to light.  Meanwhile, infighting has been a regular feature of the Johnson administration.

    Now an entire political movement is becoming defined by a rift in its former and current leadership that shows no signs of healing anytime soon. The questions at the centre of the case are about who, if anybody, has failed in their role as a leader.

    There are lessons in the saga for our own work lives. In the first place, we’re reminded of the great importance of trust in our careers. Here, played out for us in Holyrood, is the sense of grief that attends the breakup of friendship. It is a reminder of how much can be preserved by going into business with the right people – but also how hard it can be to tell who those people are in advance. ‘There is no art/to find the mind’s construction in the face,’ as Shakespeare has it in Macbeth.

    Sturgeon’s dignified appearance too was also a reminder that we must be careful not to rush to conclusions until we have heard all sides of a story. For years now, agree with her or not, Sturgeon has been the best player on the pitch in British politics. There is much to be learned from her presentational style: with the world watching her, she expressed herself relieved to be telling her side of things.

    But we’re also reminded of the secondary nature of gossip. For years there have been questions about how Scottish independence would work economically, and recent economic data – showing that the country has underperformed relative to the rest of the UK – has certainly added to the sense that the Scottish economy would struggle if the country were to strike out on its own.

    The nation’s finances remains worryingly tethered to the world’s oil price, and its growth has been sluggish. In that sense yesterday was a sideshow which didn’t change the fundamental questions the independence movement has to answer.

    Whether or not the vote of no confidence passes, or Sturgeon resigns – neither looking likely at the moment – there may well be a considerable drop in public trust for the country’s leadership and this will likely dent support for independence. A reputation, so the saying goes, can take 20 years to build but can be destroyed in just five minutes. 

  • Neil Carmichael: now is the time for business to ‘step up’ on behalf of young people

    Neil Carmichael: now is the time for business to ‘step up’ on behalf of young people

    Neil Carmichael


    Sustainable learning is a must have in a world battered by COVID19, where uncertainties are the norm; technology drives exponential change; society and the economy have become increasingly atomised in nature; and, international relationships are, increasingly, tense and mercantile. 

    “Sustainable” is a much-used word, sometimes with values implied or attached, but longevity, durability and resilience all included. For education, it is all about laying foundations, learning to learn, ‘making well-considered choices’, proactive learning, combining knowledge with skills and being responsive to new situations. In short, sustainable learning is a linear process, starting from as early as possible and morphing into lifelong learning with embedded and evolving skills always being at the individual’s disposal. 

    Sustainable learning today must reflect the new world – even if parts of it are inclined to go backwards – because nations are interconnected. Of course, an interconnected world does not mean everybody is connected; in England, the levels of social deprivation in some regions and within many cities are shocking and usually reflect poor economic productivity. True sustainable learning would help to tackle poverty and many of its causes.  

    Another facet of today’s world is the twin need for individuals to be ‘work ready’ and, by extension, adaptable. Business and professional organisations occasionally complain about the lack of work readiness of candidates for employment, often citing the absence of communication skills, limited ability to be creative and low levels of motivation as causes for concern.  

    There is a combination of underlying causes of the disconnect between students leaving education and the job market. The narrowness of the curriculum is often debated within this context with the funnelling down to three or four often comparable ‘A’ Levels being a common source of concern, often exacerbated by the impact of ‘unintended consequences’ as schools, fighting for position in league tables, might encourage the university route rather than vocational and training courses.  

    The lack of work experience or even familiarity with the options available hamper the student when making subject selections. The scarcity of consistent and properly resourced careers advice is notorious and, so far, not adequately addressed. This is where business must step in. 

    This author has visited the Porsche car factory in Lower Saxony. It occupies a site once used for producing huge pump engines for the Soviet Union but today there is an air of efficiency, productivity and modernity. One of the keys to the success of this factory and, indeed, the business, is the relentless focus on the importance of the employee; so much so, schools, colleges and universities are part of the supply chain. This is an example to emulate because it demonstrates the role employers must take in delivering sustainable learning. 

    Sustainable learning helps to provide the individual with the tools to develop his or her career. Knowledge is necessary but it is not sufficient; being able to apply knowledge depends on skills and these are honed both in formal learning settings but also by practice and example. We must do all we can to create the framework for young people to climb towards their goals. 

    Neil Carmichael was Member of Parliament for Stroud (2010-17), serving on the Education Select Committee throughout period and latterly as Chair, and took the Antarctic Act 2013 through Parliament. He was chair of the Pearson UK Commission on Sustainable Learning for Work, Life and a Changing Economy.  

  • Sharon Pindar: Why literacy issues matter more than ever in the age of Covid-19

    Sharon Pindar: Why literacy issues matter more than ever in the age of Covid-19

    Sharon Pindar

    As children prepare to return to school once more, the phrase ‘education recovery’ is high on the agenda. There is no doubt that children have missed out on every dimension of their education, and despite schools’ and parents’ best efforts, home schooling simply can’t replicate the classroom experience. Government is now grappling with the impact of this missed learning in years to come, potentially affecting employability prospects for a generation.

    After the lockdown in 2020, Ofsted reported that primary teachers noted children’s reading skills and confidence were particularly badly affected. However the most alarming findings showed that it was the more disadvantaged pupils, and particularly those with special educational needs and English as an additional language, who had fallen most behind. After years of determined efforts to close the attainment gap, we are now seeing that this progress has been reversed.

    A child who is falling behind with their reading will struggle in every subject at school, and beyond into adult life. England already has one of the lowest literacy rates in the developed world, with an estimated 7.1 million adults struggling with basic reading every day according to the National Literacy Trust. Poor literacy can lead to limited job prospects, with strong evidence linking poor literacy and youth unemployment. It can also lead to poor health, low self-esteem and even reduced life expectancy. Moreover, adults with weak literacy skills won’t be able to support their child’s reading, so that without support, the cycle is perpetuated.

    The reading charity Bookmark was created to address this crisis. I experienced the impact of poor literacy first-hand as a child as MY mother was unable to read, affecting the family in numerous ways. Today, Bookmark works to give children the reading skills and confidence they need for a fair chance in life, through a flexible and innovative volunteer-led programme.

    Research from the Education Endowment Foundation and others has shown the benefits of one-to-one support for children who are struggling with literacy, and Bookmark seeks to give children that support through its pool of trained and vetted volunteers. Initially these volunteers worked face to face with children in schools, but last year Bookmark developed an interactive online programme in response to the pandemic, enabling volunteers to support children from home or work, without compromising school safety measures.

    The programme has been well received by schools and Bookmark has been able to rapidly scale up to offer support nationwide, including supporting vulnerable and key worker children in school during the latest lockdown. Results have been striking; teachers have reported improvements in children’s confidence with reading as well as their attainment, with 90% saying that children enjoyed reading more after the programme. 

    This last point is critical. As the OECD has found: ‘Reading for pleasure is the most important indicator of the future success of a child and is more important than family’s socio-economic status’. Working from this evidence, Bookmark designed its reading programmes to be fun, interactive and engaging, allowing children to choose their own books alongside those set by the school.

    As the world starts to emerge from this devastating pandemic, it is clear that there are huge challenges ahead in helping children – and especially those who are already facing disadvantage – to recover their learning so that they can fulfil their potential in later life. Moreover, as a country, our economy depends on a skilled, healthy, and literate population. It is absolutely crucial that we focus on addressing literacy now, as a key step on the path back to a healthy future.  

    The writer is the founder and chair of Bookmark

    Photo credit: Aaron Burden on Unsplash

  • More than just immunity: what getting the vaccine means for the young

    More than just immunity: what getting the vaccine means for the young

    Georgia Heneage

    With the spring finally upon us, it feels like there’s much to be optimistic about: the vaccine rollout is heavily underway – nearly a third of adults have already been vaccinated to date – and the arrival of warmer weather seems to have injected an ounce of energy to what has been a lethargic, heavy winter.

    This was certainly the flavour in the air yesterday, as I queued for a vaccine outside an old converted school in Harlesden. As high-vis staff shepherded us through a maze of empty school classrooms and into small white cubicles, where the deed was done in literally minutes, I’ve never felt more like a character in Contagion. Yet for the first time since this pandemic began, it heralded a glimmer of hope on what has been a bleak horizon.

    Being a 23-year old asthmatic, getting the vaccine so early brought with it a concoction of different emotions- excitement, trepidation, and definitely a bit of guilt. But as someone who has recently started a new job, getting the jab felt like a lot more than just immunity. Working remotely can be incredibly lonely, and most young people – me included – have felt like they’ve missed out on those fundamental face-to-face experiences which are so important in shaping your career at an early age.

    So the jab signalled the start of a new dawn, and a brighter future; it opened up the possibility of going back to the office and returning to some kind of normality – something we’ve all missed as we’ve entered the jobs world for the first time. It also gestured towards a return to some kind of social normalcy and an escape from the state of boredom, inertia and melancholy in which so many young people have found themselves this winter.

    Economists have argued for decades that confidence is a fundamental ingredient in economy growth; as people start to feel more secure in their jobs investment soars and spending increases. As Forbes journalist Tim Worstall puts it, “more economic activity is the definition of economic growth…people wandering down the street and in general thinking “Hey, yeah, I feel good!” means that the economy does in fact grow.”

    The rolling vaccine programme and the arrival of the sunshine may just give our economy the confidence booster it needs to bring us out of this winter depression.

  • Sarah Fletcher: our education system is ‘not fit for purpose’

    Sarah Fletcher: our education system is ‘not fit for purpose’

    Sarah Fletcher

    I would like to conjure two images for you.  The first is of an imaginary workplace of the future:  there is space for quiet working and areas for meetings and collaboration too. There are powerful computers that drive new technologies and leverage augmented reality. Technology to break down geographical divisions is on display, with digital, connected whiteboards to share ideas simply and effectively.

    Teams of people, diverse in background and skills, are working together both in person and virtually.  Refreshment is readily available to break up routines, inspire impromptu conversation, seed fresh thoughts, and allow tired brains a rest. There are deadlines to work to, but it is accepted that new ideas can be messy and that there will be risk. It is better to try something and fail early than not to try it at all is the mantra; it helps to avoid unnecessary time waste and cost. There are other rooms too – places of equal importance. They are for those with the technical, computational, or practical expertise to translate ideas into practice, to prototype, and make, iterate and refine. Entrepreneurship is encouraged and valued. Respect is the overriding concern, respect for those you work with and for the wider audience you wish to reach, respect for the environment and for society too. These are the spaces in which problems will be dissected, analysed, and solved and in which the future will be created – where head, hand and heart meet.  

    Now we see an exam room: desks separated, rigidly aligned, front-facing. Collaboration is forbidden, breaks are supervised; notes and research are left at the door. Access to the outside world has been disabled with mobile devices confiscated and turned off, watches removed. Only pens, transparent pencil cases and paper can be seen. Those with dispensation to use computers are confined to another room.  The task is strictly timed to suit a fixed approach. An “off day” is not to be countenanced and there is only one chance to get it right. The questions are the same for everyone and the answers are predetermined too, with the highest reward reserved for those who most nearly hit the mark.

    The contrast is stark. There is, of course, a place for exams. The ability to work under pressure is important. They can act as a powerful motivator and memory is a muscle we need to learn how to flex. But over the past few years, and in the name of rigour, we have added and added again to the things we must learn and assess. Rote learning has taken root, and stress levels have risen inexorably. The need for mass-produced tests and the chimeric search for “reliable” grades has driven out the open-ended questions that might invite deep thinking, support a growth mindset, and encourage fresh ideas.

    We now reward conformity and fixed thinking instead – and at a time when adaptability and initiative are so necessary in the workplace. An algorithm fixes the bell curve of achievement and condemns a third of all students to fail the most basic of requirements in English and maths, a failure that impacts significantly their life chances. The favour given to academic subjects over technical, vocational, creative, and practical skills has disempowered segments of the community and diminished opportunity in precisely those occupations that are so badly needed. The EBacc is much at fault. Its myopic focus on English, maths, science, a language and a humanity has all-but driven out the creative and performing arts, and technology has been another casualty too.

    It is time we looked again at those things we value most, the skills we wish to develop, and the knowledge we want to impart. A slimmer curriculum with more open-ended questions and variety in assessed tasks would broaden opportunity for creative, collaborative enquiry, adventure, exploration, and experimentation, and would encourage students with different skillsets to shine. Technology needs harnessing to break down societal, economic and geographic divisions. Investment needs to prioritise those at risk of falling through the cracks. Partnerships between schools, both independent and maintained, with business and industry should be developed and supported.

    Meanwhile, teacher training should be advanced to meet the new demands and career development. Adaptive testing and AI could personalise learning to support and address classroom differentiation; digital resourcefulness needs embedding as the fourth “R” in the toolbox of essential skills. The classroom of the future could be an exciting place, rigorous and demanding, collaborative, creative, curious, and individually affirming and rewarding too.If employers increasingly disregard GCSEs and even A-levels as measures of future employability, and feel the need to train new employees in the basics of collaborative and complex problem-solving skills, it is in honest recognition that our current assessment is not fit for purpose in a new and changing world.

    The writer is the High Mistress of St Paul’s Girls’ School