Commentary by the Advisory Board
The Advisory Board for the “Learning for Life” project is part of a unique empirical
survey over a five-year period into the values, virtues, attitudes and dispositions of five
key age groups in the United Kingdom. These are 3-8 years, 10-12, 14-16, 16-19 and 18-
25 - namely from the earliest age to employment. Such an enquiry has not before been
attempted. What is emerging is a compelling picture of a society in transition, where
young people are seeking to understand what they stand for, what they seek and the value
systems that will have credibility for them and which will significantly determine their
life chances of success or failure, opportunities and responsibilities.
In 2006/7 we published the first report, covering 16-19 year-olds, based on four Bristol
schools. Its most emphatic finding was that mothers are the key influence on the values
of this age group. Worryingly, the same age group had little sense of the wider society or
their actual involvement in it.
This survey breaks new ground. It has focussed on one of the poorest communities in the
UK - Hodge Hill in East Birmingham. Our choice of 14-16 year-olds is informed by the
fact that until the new school leaving age is implemented, more than a third of young
people in UK schools leave at 16.
We surveyed the six maintained schools in Hodge Hill. The constituency has a
significant Muslim community, and smaller white and Afro-Caribbean communities.
Important differences of motivation, satisfaction and ambition seem to emerge clearly
from our questioning of these groups.
Our findings, highlighted on pages 4-6, demonstrate that many express distrust of society,
and lack involvement in it. However, Muslim students are more likely to trust people in
their own communities than are other ethnic groups. In contrast to others, they place a
high value on religion, not only as an identity marker but as a moral compass.
The implications for our integrated society are profound. The potential of young people
in this underprivileged area is considerable - for good or ill. Most have a positive self-
image. A large majority, especially black and Asian, have high academic aspirations.
But will they trust society, and will society trust them?
These young people find it extremely difficult to build a language for values. The rest of
society finds it equally difficult to establish the language to discuss the issues raised.
What this report does is to surface the facts and invite a discourse which is now
imperative. The way forward does not focus simply on resources. More critical is clear,
mutual understanding, unclouded by wishful thinking.
Lord Watson of Richmond
Chair of Advisory Board