Creativity and Education: Rethinking the EBacc

Posted on 13 October, 2016 by Fiona

On 14 July 2016, the Prime Minister Theresa May announced her new Cabinet, following a significant reshuffle and re-structure of Government. In this context, researchers from all over Newcastle University express their thoughts on the challenges and opportunities for the Government in the Ideas for May’s Ministers blog series, considering how individuals, communities and societies can thrive in times of rapid, transformational change. Dr Venda Louise Pollock, Director of Newcastle University Institute for Creative Arts Practice, targets art education in this idea for Justine Greening.

To: The Rt. Hon Justine Greening, MP, Secretary of State for Education.
From: Venda Louise Pollock, Director, Newcastle University Institute for Creative Arts Practice

The extraordinary cultural and creative talents we share contribute to the well-being of our society, our economic success, our national identity, and to the UK’s global influence. These are precious returns, a powerful cocktail of public good and commercial return.[1]

Warwick Commission on the Future of Cultural Value

According to the GREAT Britain campaign,[2] launched in 2012 to build on the interest and success (economic and reputational) of the Diamond Jubilee and London Olympics and Paralympics, culture and creativity are mainstays of what makes Britain distinctive. With posters boasting Quentin Blake’s illustrations of Roald Dahl’s stories to headlines celebrating Shakespeare, and partners drawn from a breadth of creative fields – Aston Martin and Mulberry to name but two – the campaign has secured a confirmed economic return of £1.9bn to date. This is only part of the story.

Creative industries are worth almost £10m per hour to the nation’s economy with an overall worth of £84.1bn per year.[3] The sector is growing at almost twice the rate of the wider UK economy and, at the launch of the recent DCMS report in January 2016, Ed Vaizey pledged that the government was ‘determined to ensure its continued growth and success.’[4]

Too often our appreciation of culture and creativity is premised on instrumental rather than intrinsic terms. The AHRC’s recent Cultural Value Report[5] speaks of the “imperative to reposition first-hand, individual experience of arts and culture at the heart of the inquiry into cultural value” and goes on to acknowledge the ability of arts and cultural engagement to “help shape reflective individuals”, and produce engaged citizens. Thinking specifically about education, the report shows, as many other studies have, how arts make an important contribution to learning through their impact on cognitive abilities, skills in problem solving and communication, as well as improving students’ confidence.

This is all in addition to the simple fact that creativity and culture enhance our lives, often in ways we cannot explain or articulate but which are fundamental.

If the government is determined to ensure the growth and success of our creative and cultural sector, this support should be embedded within our education system by not introducing the EBacc in its current form – for the young people of today are those who will shape futures, just as you, now, are shaping theirs.

As a performance measure (not a qualification in itself) that includes five ‘core’ academic subjects: English, Mathematics, History or Geography, the Sciences and a Language[6], the EBacc has created a value perception in our education system. While it is important to note that there is still room within the broader curriculum for students to take creative and technical subjects, not including them in the EBacc has sent a signal that these are not worthy of ‘performance managing’ or ensuring excellence within. This is having a significant impact. As widely reported at the time of the EBacc debate in Parliament (4^th July), there has been a significant decline in the uptake of arts and technical subjects. An IPSOS Mori study in 2012 also found that at key stage 4 drama and performing arts were no longer taught in nearly a quarter of schools, 17% had withdrawn arts courses and 14% design technology.[7]

Although students can still opt for creative subjects, in reality their choice will be limited by availability – and yet building on Michael Gove’s increasing parental choice,[8] the government wants to improve choice for students.[9] Some have argued that creative subjects are needed for weaker students, but, in a critique of the EBacc, the government’s former education secretary has acknowledged this is ‘narrow minded’ as countries with the lowest youth unemployment and highest skilled workforce are those where technical and academic subjects are studied together.[10]

At the Party Conference, it was outlined that linking paths from early years to apprenticeships was a crucial step to secure the building blocks underpinning educational reforms which aim to help young people achieve success in the future. In this context of joined up thinking it seems out of kilter to lessen emphasis on the subject areas that are, currently, major drivers of our economic growth. In creating a level playing field for students, we should do so for subject choice also.

In Scotland creativity is gaining increased importance within education with ministers endorsing a national Creative Learning Plan which recognizes that creativity skills help learners be motivated and ambitious for change, confident in their capabilities and own viewpoint, possess transferable skills, and work collaboratively.[11] In undertaking creative work, students will have to think well beyond the box to innovate, to collaborate, to rise to challenges, grow in confidence and learn from failure, to take risks, be self-motivated and disciplined. These are important skills regardless of where you end up in life. The Creative Learning Plan acknowledges that the skills learnt from creativity are needed to tackle life and work in an ‘increasingly uncertain and rapidly changing economic and social environment.’

Beyond skills, I don’t want my nephews growing up reading Shakespeare but being unable to imagine it or feel that embodied experience, to view art or listen to music without being able understand it as both expression and technical skill, or to read poetry without having themselves wrestled with words. We should aspire to excellence within our education system – in terms of creative teaching methods, the teaching of creative subjects and in exposing our young people to the best of culture.

I would recommend:

reconsideration of the introduction of the EBacc in its current form
the use of rigorous research to inform the development of policy with regard to the role and value of creativity and creative learning
an approach to education that recognizes, as Eric Booth, has argued, the potential for creativity to be the key that unlocks the Curriculum for Excellence[12]

[1] Warwick commission final report

[2] http://www.greatbritaincampaign.com/#!/home

[3] https://www.gov.uk/government/news/creative-industries-worth-almost-10-million-an-hour-to-economy

[4] https://www.gov.uk/government/news/creative-industries-worth-almost-10-million-an-hour-to-economy

[5] http://www.ahrc.ac.uk/documents/publications/cultural-value-project-final-report/

[6] https://www.gov.uk/government/publications/english-baccalaureate-ebacc/english-baccalaureate-ebacc

[7] https://www.gov.uk/government/publications/the-effects-of-the-english-baccalaureate

[8] https://blogs.ncl.ac.uk/nisr/category/ideas-for-mays-ministers/

[9] http://blogs.spectator.co.uk/2016/10/full-text-education-secretary-justine-greenings-conference-speech/

[10] http://schoolsweek.co.uk/utcs-architect-slams-narrow-ebacc/

[11]http://www.educationscotland.gov.uk/learningandteaching/approaches/creativity/about/

[12]http://www.educationscotland.gov.uk/learningandteaching/approaches/creativity/about/

School choice reforms

Posted on 5 October, 2016 by Fiona

On 14 July 2016, the Prime Minister Theresa May announced her new Cabinet, following a significant reshuffle and re-structure of Government. In this context, researchers from all over Newcastle University express their thoughts on the challenges and opportunities for the Government in the Ideas for May’s Ministers blog series, considering how individuals, communities and societies can thrive in times of rapid, transformational change. Steve Humble and Prof Pauline Dixon from Newcastle School of Education, Communication and Language Sciences here consider choice in the education system.

To: The Rt. Hon Justine Greening, MP, Secretary of State for Education.
From: Steve Humble, MBE, Lecturer in Education and Professor Pauline Dixon, Professor of International Development and Education, Newcastle University.

Justine Greening has been given one of the toughest jobs in government. The current education system has been forged around the assumption that governments should regulate, fund and supply schooling. School reforms that challenge this assumption will be met with derision from those who benefit most from maintaining the status quo. Even when it may be in the interest of our children.

Following in Michael Gove’s footsteps, who has been called the ‘most radical education secretary of the past 50 years’, might engender caution. But, like him or not, Gove’s policies have seen an increase in parental choice.

Under Gove’s watch, over 60% of state secondary schools have become academies. Regarding GCSE results in 2015, 63% of children studying in converter academies achieved 5 A*- C GCSE grades compared with 55% in maintained schools. The performance of sponsored academies has been shown to increase more than the performance in similar maintained schools.[i] The research of Professor Steve Machin at the LSE suggests that schools that have been academies the longest have the greatest impact on improvement.[ii]

Free schools have been opening at a rate of knots, and there are now over 500 ‘open’ or ‘approved to open’ free schools which will create 330,000 new school places[iii]. In 2011 seven secondary free schools opened. The GCSE results in 2016, for these students who have completed their entire secondary education in a free school, show ‘stellar performances’ including 37% at the West London Free School achieving A*/A.[iv]

Choice has also been supported through more transparent league tables. Information on schools is now easily available and in the public domain. This allows parents to make informed decisions as they are able to access reliable information.

But was Gove right?

In every aspect of our lives we act as informed choosers so why does the idea of parental choice in schooling cause so much debate?

Giving parents the right to choose reflects our modern societal wishes for autonomy, control and self-expression; allowing parents a voice that can articulate their family values and the aspirations they have for their children. Choice promotes greater equity and opportunity for all households, not just those who can afford to live in the right postcode area.

So Justine Greening would seem to have it simple. One could advise her to sit tight, ride on the back of Gove’s policies for now and enjoy the calm after the storm.

But what to do? – Be bold and brave or bide one’s time?

If Justine Greening wants to be bold or brave her next step to increase choice is to introduce a universal top up school vouchers scheme.

In many countries around the world school voucher schemes exist. From Colombia to the US from Pakistan to Sweden research shows that choice, through vouchers, is raising education standards amongst the poor.[v]

In the 1980s Margaret Thatcher was close to introducing school vouchers, but held back believing that the public were not ready.

Are we ready now?

We’d advise the Rt Hon Justine Greening:

Continue allowing for greater variety of school types;
Instigate a top-up voucher system in the UK. Give every child in the country an educational voucher. This would give parents complete choice on where they want to send their children. If an educational establishment costs more than the voucher, then they can choose to pay the additional amount;
Ask parents what they want. Commission household surveys in the UK to find out how and why, parents are choosing;
Look at gold standard research from around the world to help inform UK educational policy.

[i] https://fullfact.org/education/academies-and-maintained-schools-what-do-we-know/

[ii] http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/258/258.pdf

[iii] https://www.gov.uk/government/publications/free-schools-open-schools-and-successful-applications

[iv] http://www.newschoolsnetwork.org/what-are-free-schools/free-school-news/nsn-congratulates-pioneer-gcse-free-school-students

[v] https://www.povertyactionlab.org/partners/programa-de-ampliación-de-cobertura-de-la-educación-secundaria-paces and http://static.maciverinstitute.com/Policy%20Studies%20Journal%20SCDP.pdf

To manage or not to manage: What next for our ‘wild’ uplands?

Posted on 22 September, 2016 by Fiona

On 14 July 2016, the Prime Minister Theresa May announced her new Cabinet, following a significant reshuffle and re-structure of Government. In this context, researchers from all over Newcastle University express their thoughts on the challenges and opportunities for the Government in the Ideas for May’s Ministers blog series, considering how individuals, communities and societies can thrive in times of rapid, transformational change. Professor Mark Reed is the N8 Professor of Socio-Technical Innovation at Newcastle University, funded through the Agri-Food Resilience Programme, and a Professor in the Institute for Agri-Food Research & Innovation and Centre for Rural Economy at Newcastle University. Download his policy brief on this subject.

To: Andrea Leadsom, Secretary of State for Environment, Food and Rural Affairs
From: Professor Mark Reed, Newcastle School of Agriculture, Food and Rural Development

Depending on the policy decisions made in the next weeks and months, we may be about to embark of one of the biggest ‘experiments’ our country has ever known.

It will affect the UK’s rural communities, environment, water supplies, wildlife, recreation and cultural heritage and the consequences of getting it wrong are unthinkable.

And the question? In light of Brexit and the inevitable changes to funding, do we continue to actively manage the peatlands of upland Britain?

There are so many unknowns, how we take this forward is still up for debate. What is certain is that we can’t do nothing.

Without support, historically degraded peatlands in our uplands will continue to deteriorate, losing biodiversity as well as vast quantities of carbon to the atmosphere, degrading water quality and imposing higher water treatment costs on water companies, and subsequently on consumers.

The UK Government has argued consistently for the EU’s bloated Common Agricultural Policy (CAP) to be slimmed down but as yet there have been no indications whether farmers will receive less after the current guarantee on payments runs out in 2020.

Almost 40% of the EU’s budget is devoted to the CAP, which is designed to provide stable, sustainable and safe food supplies, whilst maintaining farm incomes.

If there is a reduction in funding, then there is a good chance that farmers in the lowlands will adapt, as long as there are favorable trade deals.

However, a small change in payments could have a significant impact on the viability of land management operations across many UK uplands, given the precarious nature of many upland enterprises that currently depend on EU subsidies.

Leaving aside the wider political arguments, the withdrawal of the UK from the EU’s Common Agricultural Policy after Brexit represents an opportunity to develop new agricultural policies that are better value for taxpayers, protect nature and support rural communities. We have a once-in-a-lifetime opportunity to change the basis on which we pay farmers and others who manage our land, to reward them for the environmental benefits that we all depend on, but often take for granted.

Peatlands represent an important opportunity for this new approach, given the considerable benefits provided by these habitats to the UK.

Research into post-Brexit policy options on peatlands, a large portion of our uplands, leads me to two key conclusions:

There is strong evidence that paying for restoration and active management for conservation could provide benefits for wildlife, water quality, reduced flooding and climate. Meanwhile, we know little about the effects of large-scale withdrawal of management from peatlands.
There is uncertain and often-contested evidence over the potential effects of policies that lead to a large-scale, significant reduction in active management. Taking, a Precautionary Approach would retain farm incomes but provide a renewed focus on the delivery of wider public benefits.

My idea for Andrea Leadsom MP (Environment Secretary) is that refocusing increased funding on restoration and environmental management could provide multiple benefits:

Damaged peatlands would be restored, providing benefits for climate, water quality and wildlife that depend on healthy peat bogs;
Recovery of native woodlands through targeted expansion on non-peat soils (e.g. in valley bottoms between deep peat areas), to provide biodiversity and wider benefits including shelter for livestock, reduce soil erosion and flood management benefits; and
Many of the jobs, rural communities and cultural heritage associated with peatland management would be retained.

In this way, we can support rural communities whilst restoring and improving our largest semi-natural environment, delivering more benefits for everyone in society than we currently get from the money we spend on peatlands through the Common Agricultural Policy.

Download Professor Mark Reed’s policy brief on this subject.

To engage in the conversation, please tweet us @Social_Renewal #IdeasforMaysMinisters

Rethinking a National Curriculum and finding space for the local

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Posted on 20 September, 2016 by Fiona

On 14 July 2016, the Prime Minister Theresa May announced her new Cabinet, following a significant reshuffle and re-structure of Government. In this context, researchers from all over Newcastle University express their thoughts on the challenges and opportunities for the Government in the Ideas for May’s Ministers blog series, considering how individuals, communities and societies can thrive in times of rapid, transformational change. Professor David Leat is Professor of Curriculum Innovation in Newcastle University, and he directs his Idea to Justine Greening.

From: Professor David Leat, Newcastle School of Education, Communication and Language Sciences
To: Justine Greening, Secretary of State for Education

One of the principles of a nation having a National Curriculum is that pupils can move from school to school with some continuity in their education. There is the added attraction to policy makers that they have more control over schools. However, the social and economic turmoil of the last ten years has moved the political goalposts as both radical right and left wing movements have proved attractive to many who feel that they have been left behind as social inequality grows. Political elites are rethinking and renegotiating the relationship between the nation and its component parts – regions, cities and communities. In England, we need our government to give the message to schools and teachers that they should be using ‘the local’ as one of the building blocks of the curriculum to put meaning back into learning.

Successive governments, however, have learned that exerting control by detailed specification of curriculum content has a considerable downside. They are open to attack from many quarters about too much content or the wrong content. As a result, they have shifted from ‘input regulation’ or the specification of content as a means of control, to ‘output regulation’ or the setting of exam targets as a means of control. The targets-related data has had the added incentive of helping to marketise education as it provides a means of comparing schools and ‘driving up standards’. However, there are signs of considerable collateral damage from this policy fix:

Teachers teach to the test and can lose sight of any wider purpose to education – a message which pupils internalise as education becomes a steeplechase of exam hurdles. This is a dangerous context for adolescent mental health and learning to learn.
Teachers are de-professionalised as their role is restricted to delivering content. Teachers who do not develop their own curriculum do NOT develop ownership of the curriculum. It is hardly surprising that so many teachers are leaving the profession. The National Union of Teachers data shows that 50,000 teachers (11% of the workforce) left the profession in 2015.
Young people are poorly prepared for further and higher education and indeed for the labour market as demonstrated by the Independent Advisory Group report (Anderson, 2014) commissioned by Pearsons Publishing
It tends to make schools look towards the DfE and Ofsted for all their cues and not to their locality and its resources. It is astonishing just how many organisations, businesses and individuals want to help shape the lives of young people and society in the most positive ways – but few get the chance.
As a consequence engagement is a serious issue. Across the developed world, there is strong evidence that pupils begin to lose interest in school work from the middle of primary school, even for many who are successful in the exam system (see for example Berliner, 2011). One of the reasons is that the curriculum lacks meaning for them, and they find precious few connections to their lives, despite the best efforts of dedicated teachers.

There are some real advantages in having a locality and community dimension to the curriculum, especially if there is a strong focus, through demanding projects, of going places, meeting people and making and doing things.

Horizons are broadened as pupils encounter people who have interesting jobs (not just professional jobs) and life histories – providing both role models and powerful raw material for developing their own identities. Pupils can take real pride and find meaning in the things that they make and do, both for and with the community. It should also be remembered that digital technology is changing the learning landscape as it provides the power to access, analyse and present information and understanding to a wide range of audiences through a variety of media. A local dimension to the curriculum can provide an element of service learning in which young people are given responsibility and make a contribution. Some of these principles are elucidated in the work of Mimi Ito and colleagues (see http://clrn.dmlhub.net/).

Gemma Parker, a Newcastle University doctoral student, has found that many more recently qualified teachers have no conception of curriculum, equating it to schemes of work or a yearly plan, usually ‘given’ to them to teach. Generally, they do not see themselves as having a role in curriculum development, which undermines their professional standing.

In the last 30 years the voices of government, of ministers, of the DfE and of Ofsted have become the dominant ones for teachers, and their vocabulary around ‘standards’ and ‘targets’ is repeated and relayed by senior leaders in school – ultimately this cramps thinking about what curriculum is possible in school. We need government to use different words, in order to give permission to teachers to take up the opportunities for demanding curriculum projects in their communities, localities and through digital technology. Teachers need to hear that voice.

We need good professional training and support so that there is rigour and challenge in community generated curriculums. In particular, many teachers will need to learn about the process of curriculum development, how best to work with community partners, how to find the balance between guiding work and allowing pupils to take greater responsibility for the pace and direction of their work, how to harness digital technology to its fullest and how to map projects back to important subject questions, methods, concepts and principles.

All across the world there are serious questions being asked about exam driven education. In response, there are also numerous organisations promoting and developing enquiry and project based learning and competence-based approaches. These include the International Baccalaureate (IB), Expeditionary Schools, Connected Learning, Self Organised Learning Environments (SOLEs), the Partnership for C21st Skills and Opening Minds. England could position itself as a world leader in educational practice if it embraced the principle of schools developing much of their curriculum through the medium of high quality locally generated and resourced projects.

References

Anderson, R. (2014) Careers 2020: Making Education Work, London: Pearson.

Berliner, D. (2011) Rational responses to high stakes testing: the case of curriculum narrowing and the harm that follows, Cambridge Journal of Education, 41:3, 287-302.

To engage in the conversation, tweet @Social_Renewal #IdeasforMaysMinisters

The Trouble with Aid – Quantity, Institutions and Utopian Ideals

Posted on 13 September, 2016 by Fiona

On 14 July 2016, the Prime Minister Theresa May announced her new Cabinet, following a significant reshuffle and re-structure of Government. In this context, researchers from all over Newcastle University express their thoughts on the challenges and opportunities for the Government in the Ideas for May’s Ministers blog series, considering how individuals, communities and societies can thrive in times of rapid, transformational change. Professor Pauline Dixon is Professor of International Development and Education at Newcastle University. Her book “International Aid and Private Schools for the Poor” was named one of the top 100 books in 2013 by the TLS.

To: Priti Patel, Secretary of State for International Development
From: Professor Pauline Dixon, School of Education, Communication and Language Sciences

Just over a year before Priti Patel took up the post as Secretary of State for International Development, the Coalition Government brought into law the International Development (Official Development Assistance Target) Act 2015. The Act saw the enshrinement into law that 0.7% of Gross National Income (GNI) has to be spent on international aid. Priti Patel is required to ensure that the target is met in 2016 and in each ‘subsequent calendar year’.

It has been estimated in 2015 the UK spent £12.24 billion (0.71% GNI) in Official Development Assistance (ODA, i.e., international aid); in absolute terms the second largest in the world only to the US[1].

There are many groups with a vested interest in the aid industry, pushing for larger aid spending. However, it is not just the provision of aid that makes a difference. There needs to be a focus on making sure that aid is effective. Having a positive effect on economic growth and aiding the poorest is crucial; just giving money is not enough. The government’s introduction of spending targets could lead to waste and pressure to get rid of money.

When someone is put in a position of deciding what is good for others ‘the effect is to instil in the one group a feeling of almost God-like power; in the other, a feeling of childlike dependence’.[2] The result? The imposition of utopian colonial ideals, which are irrelevant in developing contexts.

Bearing this in mind can countries that continue to rely on and are given large amounts of ‘systematic’ or ‘bilateral’ aid, (that is the giving of aid to governments through government to government aid or institutions such as the World Bank) ever eradicate poverty?

Aid can make very little difference in countries where there are major barriers to development such as the environment being typically dominated by mismanaged, corrupt institutions created and perpetuated by elites. The lack of the rule of law and property rights along with inadequate governance and the lack of political freedom and the press all add to the inability for aid to engender sustained growth and a route out of poverty for its citizens.

As aid flows into a poor country that operates under autocratic regimes, those that benefit most according to the critics of aid are the wealthy political elite.[3] Even the World Bank acknowledges that corruption undermines Africa’s development with leaders, government officials, ministers and public servants lining their pockets with money destined for the poor.

One option would be to stop aid altogether.

But is there an answer or a way forward for international aid money? Is there a more productive way of channelling aid that could engender a positive effect on poverty alleviation, growth, focusing on the poorest?

One alternative is to look at market based solutions to poverty, ignoring the planners who do not have the knowledge to allocate resources, but listening to the searchers and Africa’s ‘cheetah generation’[4].The entrepreneurs and innovators, those operating and living at the grassroots level in the slums and shanty towns of developing countries. Here social media can play a role through economic empowerment, monitoring and reporting on corruption and mobilising public opinion.

Radical reforms are required to alter the way aid money is directed and transferred to the poor. If aid money is not directed at sustainable and scalable projects which focus on local entrepreneurs where communities are able to maintain the momentum once the aid has dried up, throwing good money after bad for the sake of it will perpetuate the ineffective, and sometimes damaging, consequences of aid. When aid agencies walk away, others need to be able to pick up the baton and run with it. The poor themselves are the solution.

Aid needs to start working and making a difference now more than ever before. Given a market focus it can. So what’s my advice to the Rt Hon Priti Patel?

Use gold standard research to inform policy not planners who think they know best.
Ask the poor what they want. From the slums of Nairobi to the shantytowns of Lagos, the poor aren’t waiting for aid agencies to rescue them. Visiting some of these thriving communities highlights what works for the poor by the poor;
Focus on market led initiatives and market based solutions encouraging entrepreneurship not dependency.

Sector Breakdown 2014 UK Bilateral IDA (£millions) (source DfID 2015)[5]

[1] https://stats.oecd.org/Index.aspx?DataSetCode=TABLE1

[2] Friedman, 1962 Capitalism and Freedom, Chicago, IL: Chicago University Press p. 148

[3] Moyo, 2009 Dear Aid: Why aid is not working and how there is another wy for Africa, Harmonsworth: Penguin

[4] Ayittey, George B.N. (2005), Africa Unchained: The Blueprint for Africa’s Future, New York: Palgrave MacMillan.

[5] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/482322/SID2015c.pdf

No more planning reforms, please!

Posted on 23 August, 2016 by Fiona

To: Sajid Javid, Secretary of State for Communities and Local Government
From: Professor Simin Davoudi, Professor of Environmental Policy & Planning, Newcastle School of Architecture, Planning and Landscape

On 12 May 2016, two months before Sajid Javid became the Secretary of State for Communities and Local Government, the Housing and Planning Act was given Royal Assent. Starter Homes were a key priority for the Housing and Planning Act but faced some of the strongest opposition on the ground that it adversely affects the availability of affordable housing. The Act also introduced changes to speed up and streamline the planning system so that permissions for development are granted faster and more often. Concerns over planning delays have been a force for legislative change since 1947. However, these acts often create more confusion and delay in the system they were hoping to reform.

The 2004 reform, for example, created a complex system with a host of new acronyms and terms that were incomprehensible even to professional planners, let alone members of the public they were trying to engage. Attempts by the government of the time to clarify things led to the publication of thousands of pages of good practice guidance. But, these only added to the confusion. The statements in the guidance were often complex and convoluted, such as this one:

‘The local development framework will be comprised of local development documents which include development plan documents, that are part of the statutory development plan and supplementary planning documents which expand policies set out in a development plan document or provide additional details’ [i]

In the last 12 years, the dizzying pace of reforms has itself become a key factor in slowing the system down because, before one set of reforms is fully operational, another one comes along and planners have to start all over again and all in the name of speeding up and streamlining the planning system.

So, my plea to Sajid Javid is twofold: first, please do not embark on new planning reforms and instead, allow the current one to bed down. Second, do not let the obsession with speeding up the decision-making get in the way of sound and well thought-out decisions. While nobody wishes to advocate inefficiencies and unjustifiable delays, the quest for speed needs to be kept in perspective. As a chief planner once put it, ‘it is easy to take a bad decision quickly and to repent at leisure; but it is doubtful whether people would regard this as good planning’[ii]. The developments of today will not be judged in the years to come by whether or not their planning applications were determined in eight weeks instead of ten. They will be judged on the soundness of the decision that allowed them to go ahead and on the quality of the outcome.

Have you ever seen a plaque put on a building to commemorate that the decision to build it was taken in eight weeks? Me neither.

It is wrong to think about speed in isolation from the purpose of planning which is about making better places. This implies that the performance of planning should be judged not just by how fast decisions are made and plans are produced, but also on the impacts of these decisions on places, and on people’s quality of life. The 2016 reform, like most of its predecessors, focuses too much on procedures and too little on outcomes. And, when outcomes are talked about, the focus is almost entirely on economic growth measured by the GDP, with little attention being paid to the role of planning in creating fairer and more sustainable places.

What people consider as good planning is its outcome delivered through a fair and efficient process. They want to see good development happening in the right places at the right scale and with high environmental and design standards. They want the process to inform them adequately, engage them properly, listen to their views carefully, and seek an outcome that responds constructively to what is said. All these require time, resources, expertise, skills and crucially a supporting environment which is appreciative of what planners try to achieve rather than demoralising them.

While nobody claims that our planning system has been an unqualified success, it is hard to imagine what would have happened without it. So, it is time to stop talking about planning as a burden and start utilising and mobilising planning as a positive force, and as a powerful means for meeting societal goals including the much needed affordable homes

Prof Simin Davoudi, Newcastle University School of Architecture, Planning and Landscape

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[i] Creating Local Development Frameworks: A Companion Guide to PPS12 (2004) para. 1.4, London: ODPM

[ii] Late Dr Ted Kitchen, former chief planner at Manchester City Council and professor at Sheffield Hallam University

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