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Concerns Rise Over Funding Cuts to GCSE Latin Program

Pupils in state schools across England who are studying GCSE Latin may be compelled to abandon the subject or resort to self-study as the government moves to discontinue funding for a widely embraced initiative that has successfully increased Latin enrollment. This situation has raised alarm among school leaders, academics, and authors who are advocating for the continuation of the Latin excellence program.

In a recent announcement from the Department for Education (DfE), it was revealed that funding for the Latin program would cease in February. This program has benefited over 8,000 students across 40 non-selective state schools and was part of a broader effort to cut costs and stabilize public finances. Critics argue that this decision jeopardizes educational opportunities for students eager to learn Latin.

The cessation of funding means that schools will lose financial support for Latin teachers, leaving some institutions without qualified personnel to teach the subject. Speaking on the importance of the subject, Tom Holland, a celebrated author and host of The Rest Is History podcast, emphasized that knowledge of Latin is crucial for understanding vast areas of the humanities, including English literature and the history of art.

“Latin provides access to a rich heritage that shouldn’t be confined to private institutions,” Holland stated. He criticized the notion of relegating Latin to “posh ghettos,” arguing that such an approach limits educational equity and fosters elitism in the study of essential subjects, including history and literature.

Holland also remarked on the educational background of Education Secretary Bridget Phillipson, pointing out her roots near Jarrow, the location where the historical figure Bede wrote the first history of England in Latin, underlining the cultural significance of the language.

Concerns regarding the funding cuts were echoed by Lawrence Foley, chief executive of the Future Academies trust, responsible for administering the program. He expressed fears that these cuts could disrupt the learning of as many as 1,000 students currently enrolled in GCSE Latin courses. Foley elaborated on the challenges posed by withdrawing funding mid-academic year, stating that schools already operate with tight budgets, complicating their ability to adapt.

“Schools are now caught in a perfect storm—stretched budgets paired with funding elimination puts tremendous pressure on school leaders,” Foley elaborated. “Students in year 10, who are four months into their courses, risk being shuffled into other subjects or left under the supervision of unqualified staff.” He indicated that many schools are reconsidering their offerings in Latin due to the uncertainty surrounding future funding and support.

A coalition of school leaders has reached out to Phillipson, urging her to extend funding until August to prevent interruptions in GCSE courses and provide schools with time to adapt. The DfE has claimed it will work to mitigate the impact on students, citing its commitment to prioritizing education while grappling with budget constraints. A spokesperson noted, “This government is making tough choices across the public sector to ensure the educational needs of children are met in a sustainable manner.”

In response to the funding cuts, a consortium of university professors and department heads has penned an open letter urging the revival of the Latin excellence program, praising its effectiveness in enhancing Latin education among students from disadvantaged backgrounds. Professor Llewelyn Morgan from the University of Oxford characterized Latin as foundational to the humanities, arguing that it fosters creativity and engagement among learners.

However, Morgan also noted that Latin struggles with an image problem, often viewed as a pursuit for the privileged. “There’s a perception that Latin is something that will not inspire mass protests for its removal,” he observed. William Bearcroft, head of Latin and classics at the Phoenix Academy, a state secondary in west London, stressed the social justice aspects of the program, highlighting the empowerment students derive from excelling in a subject perceived as challenging and prestigious. Bearcroft stated, “We provide students with an opportunity to shine in a difficult qualification, which can enhance their applications for higher education.”

Source
www.theguardian.com