A report into the value of culture to contemporary British society has revealed that since 2010, there has been an 8% decline in the number of state school drama teachers, and a 4% decline in hours taught for the subject.
The year-long project, led by the University of Warwick, has resulted in the publication of Enriching Britain: Culture, Creativity and Growth. Other key findings in the report include:
- Alongside the decline of specialist drama teachers in England’s state schools, other creative subjects have also been affected: the number of design and technology teachers, as well as the number of hours taught, has fallen by 11%; and art and design teachers have reduced by 4% with a decline of 6% in teaching hours.
- Young people from low-income families are least likely to engage with and appreciate the arts as part of the school curriculum or their home life; and least likely to be employed in the cultural and creative industries.
- The costs related to engaging in extracurricular activities mean low-income families are often excluded from creative and cultural opportunities: 22% of parents in the higher social groups pay £500+ a year on extracurricular activities compared to 10% of parents in middle and lower groups.
The report makes a number of recommendations, several of which are aimed at Ofsted: the organisation should not award schools with an ‘outstanding’ status without evidence of a strong cultural and creative education, and should ensure – alongside the Department for Education – that young people up to the age of 16 receive a cultural education in order to encourage life-long engagement with the arts. They also recommend that Ofsted encourage Arts Council England’s aim to have 50% of schools achieving an ArtsMark award.
Other recommendations made include ensuring there is adequate careers advice available to those interested in pursuing a career in the cultural and creative industries, and the creation, by the government, of an arts and culture pupil premium fund and a national creative apprenticeship ascheme.
Commission member and Warwick education researcher Professor Jonothan Neelands said: ‘We are concerned that the educational system as a whole is not focusing on the future needs of the cultural and creative industries and the broader needs of a creative and successful UK. This needs to be addressed across our schools. However, we are particularly concerned that children born into low-income families with low levels of educational qualifications are the least likely to experience culture as part of their home education.
‘Without educational intervention we are in danger of allowing a two-tier creative and cultural ecosystem in which the most advantaged in social and economic terms are also the most advantaged in benefitting economically, socially and personally from the full range of experiences and value in that prevailing system.’
Vikki Heywood, chair of the Warwick commission report, said: ‘The key message from this report is that the government and the cultural and creative industries need to take a united and coherent approach that guarantees equal access for everyone to a rich cultural education and the opportunity to live a creative life. There are barriers and inequalities in Britain today that prevent this from being a universal human right. This is bad for business and bad for society.’
Read the full report at www2.warwick.ac.uk/research/warwickcommission/futureculture/finalreport