1. Give young students experience of life skills and careers.
2. Replace all SATs with individual student profiles.
3. At 14 let students choose a pathway which matches their aspirations.
4. Ensure all vocational courses are taught in excellent facilities by teachers with relevant real world experience.
5. At 16 students can specialise further or change pathways.
6. Vocational degrees endorsed by employers.
Posted by: Arcticfox | 06.03.2009 09:49pm
I think the Edge Manifesto is a good start towards (hopefully) altering the one-size-fits-all approach towards our education system. Having worked in both education and employment sectors, what concerns me is the difference in approach taken throughout a child's life. At nursery education stage, children are encouraged to learn at their own pace, be spontaneous and creative, and be individuals. Emphasis is placed on them becoming confident and positive - the outcomes of the Every Child Matters framework, and the Early Years Foundation Stage, show how this should be in effect.
But at some stage in their lives (usually the crucial pre-teen/teen years) the school emphasis switches from individual achievement to overall school performance. It's suddenly as though Every School League Table Matters, not every Child. Because of this, a lot of problems stem from target-focused teaching. Also, inconsistent teaching - changes to teachers every subject/year etc - means that pupils are likely to be seen as one of a number rather than known as individuals.
This exacerbates the reality that not all pupils have aspirations by age 14, let alone be in a position to choose a career path. Pupils would benefit from mentors who can stay with them throughout their secondary school years and be well-placed to help with often difficult career decisions, and create Individual Profiles (rather than overburdened teachers), especially for those from low-aspiration backgrounds. This would benefit not just those who are gifted in practical and creative areas, but those who are academically bright but have little support from home (as was the case with myself).
I agree that there is some snobbery attached to the term 'vocational' and see no reason why this can't be altered.
Additionally, I think that all schools, whatever their focus, should be staffed by excellent teachers and have the necessary facilities and equipment to help give children and young people the best start possible. This shouldn't be an ideal, this needs to be reality for all pupils. I've come across academically excellent individuals who've gone into teaching and given up in difficult circumstances - challenging schools, overwork etc. The best teachers are not necessarily the ones with the 1st class degrees. Schools/LAs as employers need to realise this also.
Targets
Posted by: Edge | 13.03.2009 06:32pm
Targets are an unfortunate reality for every school, but there seems to be a growing consensus among experts and those on the front line alike that to focus on them too much is to risk ignoring what's really important- the students themselves.
High profile commentators like Anthony Seldon have made their negative stance on over-zealous quality control crystal clear.
Could the government's recent announcement that schools may soon be graded by parents and pupils demonstrate a shift in attitude, moving away from a target culture and towards customer satisfaction?
And could it be a sign that we're getting closer to the 2nd step being a concrete reality?