There are suggestions of a policy towards limiting access to higher education for those without traditional qualifications. For a government that proclaims its belief in levelling up, this would seem a strange policy to even consider. Minimum entry requirements would do the opposite of levelling up | Wonkhe

Such a policy must not be allowed to drive a coach and horses through the policy of ‘life long learning’. Many that come to higher education later in life than through the traditional route had a fractured schooling, with poor outcomes. Any change in policy must not damage their ability to return to learning, especially at the level of higher education.

However, more seriously, while the government has continued to operate a policy of not providing enough qualified teachers in some subjects, notably mathematics and physics, but also design and technology and languages, the young people on the receiving end of teaching from less than ideally qualified teachers much not have their ability to attend a university jeopardised by a failure in government policy.   

By now, the government should have some indications as to whether its idea for ‘Opportunity Areas’ has borne any fruit in terms of levelling up in some of the northern areas where the scheme was trailed.

A market-based approach to teacher supply may encourage teachers to work in schools where pupils have less struggles with learning and more support from home. These schools usually have less trouble attracting teachers as the study of vacancies and free school meals reported earlier this year by this blog demonstrated.  

With the world starting to open up again for both travel and work opportunities, there must not be a large outflow of teachers from England to schools overseas. The ending of the pay freeze is welcome news, as is the recognition of the importance of professional development. However, the government does need to pay more attention to the distribution of teachers and the locations where there are shortages of fully qualified teachers.

Using professional development approaches to improve the qualifications of teachers is one route to overcoming shortages; stemming losses must be another action. The National Audit Office make it clear some years ago that improving teacher retention was a cost-effective route to solving the recruitment issue. However, it doesn’t always solve the issue of the distribution of teachers.

It will be interesting to see whether there is any correlation in Ofsted ITT reports between programmes that are deemed either ‘inadequate’ or’ requiring improvement’ and the schools used to prepare teachers?

If levelling up is to make a difference in education outcomes, then among the many strands needing to be woven together for a successful outcome is the approach to teacher supply and distribution.