The factory driven state of education. Compartmentalisation of subjects. Heavy emphasise on state testing. Prescriptive education driven by age. Traditional education, hasn’t changed much for the last century.
Education for children was brought in to have “semi-literate and semi-numerate” workforce. Is this still true today?
The factory driven state of education is still alive today. Gove stated the Education department will “increase freedom and autonomy for all schools, removing unnecessary duties and burdens, and allowing all schools to choose for themselves how best to develop.” But still highlights that the education is all about jobs: education will “define our economic growth and our country’s future.” If the state is dictating that they want schools to mass produce economic viable students, is it not an indoctrination control of children.
The compartmentalised subjects are a very conservative policy. But do jobs in the ‘real life’ as segregated as much as they are in school? Teachers begun to teach physics in relation to music, as the connections are strong, and in turn reinforces, adapts and expands children’s knowledge and understanding of both subjects. It has been shown children can transfer skills, yet why are the conservative government aiming for a subject-driven curriculam ‘body of core knowledge’ which would allow them to function as fully rounded citizens? But is this wrong, highlighting the basic core knowledge a child needs to know to fulfil the states need for an economic viable curriculum. Proffessor Andre Pollard, who was a member of the advisor pannel for the curriculum, stepped down as he believed ministers showed ‘a cavallier disregard’ for research on goving freedom for pupils freedom to develop their skills.
State testing allows politicians and governing bodies to compare and contrast. But are children just viewed as a number by the state? What does testing offer? A way to determine a child’s ability to answer a set of questions on a particular day in the summer term? But high test scores do not necessarily highlight a child’s understanding.
Sanctioned by age, some children are certainly restricted by whom they can physical work with. Why is education affiliated with pace-setting, moving one step at a time. Is this the right attitude.
Schools and education appears to be needed to be built once again from the beginning. To physically stop, look and listen at what is happening and decide what our next steals are. But this will never happen. We will never recreate and build a completely new system from scratch, a system that we could never prove would be better than what we have now.
So what freedom do we have as teacher? As parents? As governors?
Why are we stuck back in the dark ages when synchronisation; compartmentalisation; batch process and standardisation were what was needed of education? Is this true now?
John Adcock ‘In pace of schools: A Novel Plan for the 21st Century’ is a story which opens in late December 2029 when schools as we know them have largely disappeared. Personalised learning plans; No more 9-5; anytime, everywhere learning; teachers have proffessional oversight but have strong collaboration with parents; no physical restrictions; time to tinker and explore…the list goes on.