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Two British conservatives to watch: Iain Duncan-Smith and Michael Gove

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Here’s an article from the UK Telegraph about Iain Duncan-Smith.

Excerpt:

I’ve known Iain for many years since my days working for Lady Thatcher back when he was party leader. Few British politicians understand the Special Relationship as well as IDS, and he has made a concerted effort to cultivate ties with leaders in the United States, frequently visiting Washington over the past decade both in opposition and in government.

It was refreshing to see a British official showing leadership on an issue that few Washington politicians have seriously addressed since the reforms of the 1990s. His message was a compelling one – that Britain (and for that matter the West as a whole) is facing up to the biggest cultural challenge of the early 21st Century – dealing with “entrenched and intergenerational worklessness and welfare dependency.” In his speech he attacked “an obsession with inputs – with pouring money into social programmes so that governments are seen to be doing something,” a sentiment that tens of millions of Americans would heartily agree with:

So we are now faced with a fundamental challenge. Levels of social breakdown high and rising. Millions of people stuck out of work on benefits. Millions not saving nearly enough for their retirement. And politicians – of all hues – addicted to spending levels as a measurement of success, rather than life change as a measurement of success.

These are areas ripe for reform – but how do you reform when there is no money? The answer – you change the way you reform. Not just cheese-slicing, but recalibrating whole systems so that you change behaviours, and change the culture that allowed spending to get out of control in the first place.

With good reason IDS consistently ranks at the top of ConservativeHome’s poll of cabinet ministers, with an approval rating in the latest survey of 84 per cent. Together with Michael Gove (who currently ranks second), he has been the most consistently impressive minister in Cameron’s government. It is not hard to see why he is so popular with the grassroots. Duncan Smith is a conviction politician offering clear-cut conservative solutions to major problems, emphasising individual responsibility, a strong work ethic, and traditional values as opposed to big government meddling. His welfare reforms are a major step in the right direction, and the most radical since the system’s creation in the 1940s. They deserve widespread support, on both sides of the Atlantic.

Iain Duncan-Smith stands for pro-family policies and welfare reform. What does Michael Gove stand for?

Here’s an article about him in the UK Daily Mail. (H/T Dina)

Excerpt:

One Cabinet minister is increasingly standing apart from the crowd. Yesterday, this newspaper revealed that Education Secretary Michael Gove wants to bring back O-level-style exams.

Although this brave proposal is popular with parents across England, it is not uncontroversial. It takes us back to a system that separated academically gifted children from those with different aptitudes.

But I would argue that the abolition of O-levels in the Eighties was actually an early sign of the culture of dishonesty in our national life.

Britain fell into the grip of a dishonest kindness. We started to hand out good exam results like sweeties — regardless of whether pupils had really learnt anything at school.

We told ourselves that it didn’t matter whether parents spent their time working with their children or just letting them lounge in front of the TV.

We allowed school-leavers to think that a life on benefits was socially acceptable when it’s actually a place where they would easily rot and never fulfil their potential.

The statistics that poured out of the schools system suggested that all was well, however.

Like tractor production data from the old Soviet Union the latest exam grades were always better than last summer’s.

We were told to rejoice but employers and universities saw through the big lie. They complained that the children graduating from Britain’s schools lacked basic literacy and numeracy skills. Britain started sliding down the international league tables that compared the abilities of children in China, Germany, Korea and Britain.

Michael Gove is the first Education Secretary to say that enough is enough. He has said he’s not afraid to preside over a drop in exam grades. They’ll look less good, he concedes, but they’ll be more honest.

The teaching unions that have presided over the ‘All Must Have Prizes’ system will fight him tooth and nail. They want to protect their jobs-for-life regime where bad teachers are rarely sacked but are instead allowed to damage countless pupils’ life chances, year after year.

Gove is undeterred. He’s ready to close down a system where children who can’t manage their times tables are studying for exactly the same exams as those who are on track to study physics at Oxbridge.

[…]The compassionate politician who cares about equality of opportunity won’t accept this status quo, and will point out that the current system is dishonest. It puts children with very different abilities through the same sausage machine and then pretends that those who get ‘F’ or ‘G’ grades have still passed.

Michael Gove wants academically gifted children to be stretched by studying O-levels.

He wants other children to have a more appropriate educational experience, albeit an equally rigorous and demanding one.

This Government’s investment in high-quality apprenticeships and a new generation of technical colleges is early proof that it is serious about restoring the standing of vocational education.

Michael Gove’s specialty is education reform – he wants to stop the left from bashing kids into the same mold, regardless of their individual abilities and aptitudes.

Those are the two guys to watch. They’re not perfect, but they are the two best in the UK, in my opinion.

Commentary

How can you convince a high school student to study something useful?

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You can give them this book by Captain Capitalism.

Excerpt:

Graduation is coming up.  Lots of little kinder will be graduating and off to bigger and better things.  Matter of fact many of you probably have little kinder graduating or even nieces, nephews or neighborhood kids you’ve seen grow up over the years.  Regardless, the question is what do you get them for a graduation gift?  Very simple.  “Worthless.”

My regular readers already know what Worthless is about, but for those of you unfamiliar with the book it is THE SINGLE MOST IMPORTANT BOOK high school and college-age kids can read.  It IS the perfect graduation gift and I do not say that out of hyperbole or salesmanship. I say it because I believe it’s true.  “Worthless” is the perfect graduation gift.

The reason why is very simple.  Millions of kids make a huge and life-destroying decision every year – they major in a worthless subject.  Take your emotions or feelings out of it.  In today’s economy, we really cannot afford the luxury of sparing their feelings and lying to them, saying,

“Hey kid, follow your heart and the money will follow.  You’re going to be a great French Art History major!”

as we nervously put on a fake smile hiding our concern.

The amount of money they (or you) are going to spend on tuition, not to mention the sheer volume of their youth they will spend pursuing a degree, can NOT be wasted simply because nobody had the courage to tell the kids the truth about economics and the realities of the labor market.

But you don’t have to.  The book will do it for it you.

“Worthless” explains first and foremost to the reader that the reason somebody got them this book is because that person really cares about them.  And while it may not be what they want to hear, they will end up appreciating it in the future.  “Worthless” also goes into detail and explains in clear, understandable language the economics behind the labor market, showing the reader how and why some degrees are worthwhile and others are literally worthless.

The book is $13 in paperback and only $5 on Kindle.  A miniscule fraction of the tuition and time costs of earning a four year degree.  Because of its potential to prevent kids from making a VERY costly mistake, the cheap price practically compels you to at least consider it.

So do a graduate you care about a huge favor.  Buy them “Worthless” for a graduation gift.  And if you’re so kind, do me a favor and simply spread the word by sending people this post.

You do not want to have someone you love go off to college and study things that don’t lead to a job. You especially don’t want them to rack up tens of thousands of dollars in student loans only to be unemployed after graduating.

Commentary

How the secular left made a generation of public school students unteachable

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I’m totally swamped with a release deadline tonight, but I noticed that Stuart Schneiderman linked to this article earlier today and I thought you might like it. I chose an excerpt that talks about the well-known problem of students attacking TAs and professors after they get poor grades in order to make them change the grade – without doing any make-up work.

Excerpt:

This pedagogy of self-esteem developed in response to the excesses of rote learning and harsh discipline that were thought to characterize earlier eras. In Charles Dickens’ Hard Times, Mr. Gradgrind, the teacher who ridicules a terrified Sissy Jupe for her inability to define a horse (“Quadruped. Graminivorous. Forty teeth … ”), was seen to epitomize a soulless pedagogical regime that deadened creativity and satisfaction. Dickens and his readers believed such teaching to be a form of mental and emotional abuse, and the need to protect students from the stigma of failure became an article of faith amongst progressive educators. For them, the stultifying apparatus of the past had to be entirely replaced. Memorization itself, the foundation of traditional teaching, came to be seen as an enemy of creative thought: pejorative similes for memory work such as “rote learning” and “fact-grinding” suggest the classroom equivalent of a military drill, harsh and unaccommodating. The progressive approach, in contrast, emphasizes variety, pleasure, and student interest and self-motivation above all.

It sounds good. The problem, as traditionalists have argued (but without much success), is that the utopian approach hasn’t worked as intended. Rather than forming cheerful, self-directed learners, the pedagogy of self-esteem has often created disaffected, passive pupils, bored precisely because they were never forced to learn. As Hilda Neatby commented in 1953, the students she was encountering at university were “distinctly blasé” about their coursework. A professor of history, Neatby was driven to investigate progressive education after noting how ill-equipped her students were for the high-level thinking required of them; her So Little For the Mind remains well-worth reading. In her assessment:

The bored “graduates” of elementary and high schools seem, in progressive language, to be “incompletely socialized.” Ignorant even of things that they might be expected to know, they do not care to learn. They lack an object in life, they are unaware of the joy of achievement. They have been allowed to assume that happiness is a goal, rather than a by-product.

The emphasis on feeling good, as Neatby argued, prevents rather than encourages the real satisfactions of learning.

Of course, the progressive approach has advantages, not the least of which is that it enables university administrators to boast of the ever-greater numbers of students taking degrees at their institutions. Previously disadvantaged groups have gained access to higher education as never before, and more and more students are being provided with the much-touted credentials believed to guarantee success in the workforce. Thus our universities participate in a happy make-believe. Students get their degrees. Parents are reassured that their money has been well-spent. And compliant professors are, if not exactly satisfied — it corrodes the soul to give unearned grades — at least relieved not to encounter student complaints.

I can remember when I was doing my Masters in computer science a few years back when I was taking a course in Network Security. Somehow, I botched the midterm so badly that I ended up with a 14 out of 20. I was disgusted with myself, and pleaded with the professor to give me something – anything – to help me get my grade back up. He gave me a programming assignment that was harder than the midterm, and it took about 20 hours to do. I gave up my weekend and got it done. He raised my grade. Professors are usually willing to give you a break if you want to demonstrate that you have the knowledge. But when you just go in there and complain to get the grade changed without learning anything, it’s just not right.

When you get out into the real world, either you have the skills, or you don’t. Your transcript doesn’t really matter. It’s rare for interviewers to even look at transcripts anymore. Instead, they want to see what you’ve actually done. I once had to do a 20 hour implementation of a multi-user clustered cache for one interview with a CRM company. I had to pass several interviews before they gave me that independent study, and they looked at my code line by line. It was a lot of code, too. Grades don’t matter in the real world. What matters is what you can do. If you can’t do the job that companies expect, they will find someone else – maybe in another country – who can do it. That’s why students should not put so much emphasis on grades. You’re only cheating yourself if you really can’t do the work.