British parents are teachers’ biggest cheerleaders

It’s the UN’s Global Day of Parents, and research shows that British parents have an overwhelming faith in teachers

UN's Global Day of Parents

Today, we mark the UN’s Global Day of Parents, which encourages us to appreciate parents across the world for their selfless commitment to children. I’m sure that there will be innumerable multifaceted discussions around the changing role of parents, their biggest fears for their children and how best to support them in the rapidly changing world they’re entering into.

But our research shows if there’s one thing British parents can agree on, it’s that they think their children’s teachers are doing a fantastic job.

Our Global Parents’ Survey recently revealed that of all the 29 countries surveyed across the world, British parents are among the most positive about the quality of teaching at their children’s schools: almost nine out of ten rate it as “good” or “fairly good”.

What was striking about this overwhelming faith in the work teachers are doing is that it is far higher than the 67 per cent of British parents who view the quality of free to attend schools as good or very good. Therefore, support for teachers themselves outstrips support for the education system as a whole.

What’s more, when asked what they choose to spend additional funds for schools on, 70 per cent of parents said it would be more teachers or to better pay for existing teachers. That’s compared with 44 per cent who wanted to see funds spent on resources and 35 per cent who, even in our digital age, said they wanted to see it spent on technology. This data supports last year’s Ipsos MORI Veracity Index which, as has consistently been the case, showed teachers behind only nurses and doctors as the most trusted profession in the UK, with 87 per cent of respondents saying they trust teachers to tell the truth.

It’s clear there’s a lot of goodwill out there for teachers struggling to make a difference in children’s lives. You only have to look at the outpouring of support London teacher Andria Zafirakou received after she won this year’s Global Teacher Prize. The leading lights and institutions of the arts world in the UK and beyond rallied to her cause of showing the transformative power of the arts in helping prepare young people for the unpredictable world of tomorrow. The public and the media alike, including elite publications the world over, have celebrated her achievements and talked in glowing terms of the great work she’s doing.

But while these things are heartening to see, the unfortunate truth is that teachers are facing more pressure than ever before – and many are caving in the face of it. Department for Education figures out last month show that headteachers are resigning in their droves, with nearly a third quitting within three years of taking the top job. But it’s not just the pressures of command. Overall, in the 12 months to November 2016 over 50,000 teachers in England left the state sector, with one in ten quitting the profession. Many gave up before they even started, with figures showing 100,000 people have completed teacher training but have never taught a lesson. All of this has contributed to a teacher shortfall of 30,000. Fewer teachers mean bigger classes, which means more work and more stress for teachers, which is why many are leaving the profession in the first place.

Parents recognise the pressures teachers are under. The Varkey Foundation’s Global Teacher Status Index showed in 2013 that only a quarter of British people would encourage their children to become teachers. Moreover, British people recognise the harsh reality that teachers do not enjoy a high social standing. When asked which profession had equivalent status to teaching most UK parents likened teachers to nurses and social workers, unlike in China, where most people saw teachers’ status on par with doctors and where three-quarters would encourage their children to become teachers.

As our Parents’ Survey shows, British parents have many pressing concerns for their children, from bullying and mental health to growing up too soon under the influence of social media. None of these is easily solvable, despite the best will in the world from politicians. But if there is one thing the government can really focus on and find itself almost universally celebrated for doing so, it is supporting and investing in teachers.

On this occasion, politicians accustomed to coming under fire from all directions when formulating policy don’t have to calibrate whether the electorate is completely on their side. Gone are the bad old days when the teaching profession was a scapegoat for so many of society’s problems from anti-social behaviour to economic decline. Any politician or media outlet that tries it on wouldn’t find much traction amongst parents. The old tactic of pitting parents against teachers is yesterday’s politics. If politicians of every stripe were to be as fearless as possible in supporting teachers, then they would find parents fully behind them, united in support of the people who will inspire and skill the next generation.

Vikas Pota is Chairman of the Varkey Foundation

This article appeared in the TES on 1st June 2018

Emerging market parents lead in education help

Attitudes to schoolwork diverge between developing countries and the west

In all the analysis of education in emerging economies, one large gap in our knowledge has been the views of those who have the greatest influence over young people: their parents. It’s common to speculate that for instance, Asian parents are unusually fixated on education or that parents in China might be sceptical of non-state involvement in education, but until now we’ve been guessing. There has been a lack of hard data.

That is why the Varkey Foundation conducted the most comprehensive global study of the hopes, fears and views of over 27,000 parents across 29 countries. We found that in their views on education, parents in emerging economies remain a world apart from parents in the west.

One of the most striking findings is that parents across the emerging world spend far greater amounts of time helping their children with their education than in developed countries. The stereotype is borne out: Indian parents spend more time helping their children with their education than parents of any other country surveyed, with 62 per cent reporting that they spend seven or more hours a week helping.

However, it’s also true in Vietnam – which ranked second highest on the survey – where half of parents devoted the same long hours on their children’s behalf, and in Colombia, where 39 per cent of parents spend seven or more hours helping.

This picture that could not be more different from European countries such as the UK and France, where in both cases only 11 per cent of parents spend seven or more hours a week helping, or Finland where the number is as low as 5 per cent.

A similar pattern emerges when we look at parents’ views on university. Around 90 per cent of parents in India, Brazil, Colombia and Mexico place a high importance on a university education of their child. Compare that to the UK, where only 32 per cent of parents place such importance on a degree. Here we see vast disparities between the emerging world, where university and education are seen as a pathway out of poverty, and Europe where, in some cases, higher education can be a pathway into debt with little perceived reward.

But it is not simply the case that education is revered by parents in emerging economies in a way that it is not by blasé parents in the west. If parents in countries such as Finland with high standards of living and high school performance scores appear more complacent, it’s perhaps because they can more or less trust their economies to offer relatively better life chances for their children and because the schools are rated highly.

The picture in most emerging economies is quite the reverse — in Peru, Mexico and Uganda the figure is as low as one in five or less.

In emerging economies necessity forces parents to be more pluralistic when it comes to who runs their child’s school. In Kenya, for example, 85 per cent of parents approve of charities running schools that are free, versus just 33 per cent in the UK and Spain. Seventy-eight per cent approve of parent groups running such schools in Kenya, versus a survey low of 20 per cent in Japan.

The picture is the same for religious institutions running free-to-attend schools. Eighty-eight per cent in Kenya approve compared to only 8 per cent in Japan. Equally, in India, 72 per cent approve of private companies running free-to-attend schools, but only 23 per cent in the UK. Again in India, 82 per cent approve of groups of teachers running such free-to attend schools, but only 28 per cent approve in Japan. Even in China, where one might expect a great deal of scepticism about non-state involvement in education, 71 per cent would support groups of teachers running these schools.

These are not just regional trends; the figures point to a chasm between emerging and established economies. Simply put, the stigma against non-state involvement in education that is prevalent in the west — and socially democratic Europe in particular — does not exist in emerging nations where parents tend to be grateful for a good school place in whatever form it comes.

Of course, there are exceptions. The US is generally much more open to private involvement in education than other established economies and American parents place greater importance on university than Europeans, despite the astronomical levels of US student debt. But that is not the norm in western economies, where parents’ expectations are that education is the domain of the state and that parents and private organisations should play a smaller role.

For all of us involved in education development, NGOs and governments alike, we have to recognise that we cannot look at emerging economies through western eyes. We cannot understand the hopes and fears of parents in these countries through the lens of western debates on education. We have to be open to new ideas and solutions.

Vikas Pota is Chairman of the Varkey Foundation

This article appeared in the Financial Times on 6th June 2018