"At the Apple headquarters in Cupertino, California, Susan Prescott, vice-president of enterprise and education marketing, argued that economic prosperity depended on human ingenuity. “Creativity doesn’t mean ‘Have a music and an arts class’. Creativity means across disciplines, how can you bring in ways for kids to engage in the material differently? How do you bring in opportunities for kids to reflect their learning in new ways? How do you use it to get a different, broader view rather than the fact-based stuff?" p.58. (with my emphasis and below)
Included in the 12-point plan for education:
1 A British Baccalaureate
It would offer broader academic and vocational qualifications at 18, with parity in funding per pupil in both routes, and a slimmed-down set of exams at 16 to bring out the best in every child.
2 ‘Electives premium’
This should be offered for all schools to be spent on activities including drama, music, dance and sport and a National Citizen Service experience for every pupil, with volunteering and outdoor pursuits expeditions to ensure that the co-curricular activities enjoyed by the most advantaged become available to all.
3 New cadre of Career Academies
These would be elite technical and vocational sixth forms with close links to industry, mirroring the academic sixth forms that are being established and a new focus on creativity and entrepreneurialism in education to unleash the economic potential of Britain.
4 Significant boost to early years funding
The extra funding should be targeted at the most vulnerable. A unique pupil number would be given to every child from birth, to level the playing field before they get to school. Every primary school should have a library.
5 Army of undergraduate tutors
The students would earn credit towards their degrees by helping pupils who fall behind to catch up.
6 Making the most of tech
A laptop or tablet for every child, greater use of artificial intelligence in schools, colleges and universities to personalise learning, reduce teacher workload and prepare young people better for future employment.
7 Wellbeing at the heart of education
A counsellor should be placed in every school and an annual wellbeing survey of pupils carried out to encourage schools to actively build resilience rather than just support students once problems have arisen.
8 Bring out the best in teaching
The profession’s status and appeal would be increased with better career development, revalidation every five years and a new category of consultant teachers, promoted within the classroom, as well as a new teaching apprenticeship.
9 A reformed Ofsted
Ofsted should work collaboratively with schools to secure sustained improvement, rather than operating through fear, and a new “school report card” with a wider range of metrics including wellbeing, school culture, inclusion and attendance to unleash the potential of schools.
10 Better training
Teachers should be trained to identify children who have special educational needs, a greater focus should be placed on inclusion and a duty put on schools to remain accountable for the pupils they exclude to draw out the talent in every child.
11 New university campuses
New campuses should be created in 50 higher education “cold spots”, including satellite wings in further education colleges. In addition, pay and conditions in the FE sector should be improved and a transferrable credit system between universities and colleges created to boost stalled British productivity.
12 A 15-year strategy for education
The strategy should be drawn up in consultation with business leaders, scientists, local mayors, civic leaders and cultural figures, putting education above short-term party politics and bringing out the best in our schools, colleges and universities.
Obviously idealised but mapped here to Hodges' model the long-term - policy, strategic, funding, resource and workforce emphasis is apparent.
INDIVIDUAL
|
INTERPERSONAL : SCIENCES
HUMANISTIC -------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
GROUP
7 Wellbeing at the heart of education
reflection
critical thinking,
communication and creativity
|
2 ‘Electives premium’
(outdoors) ...
6 Making the most of tech
7 Wellbeing at the heart of education
|
2 ‘Electives premium’
(drama,
music, dance) ...
|
1 A British Baccalaureate
2 ‘Electives premium’
(National Citizen Service experience)
3 New cadre of Career Academies
4 Significant boost to early years funding
5 Army of undergraduate tutors
8 Bring out the best in teaching
9 A reformed Ofsted
10 Better training
11 New university campuses
12 A 15-year strategy for education
|
What, if anything, is missing?
With its recommendations, the Commission is not intended to be prescriptive, specifying educational methods, methodologies and resources. But the aims and mapping above, point to the need to link education and health as per #7 Wellbeing at the heart of education.
There is surely an avenue here - via the sustainable development goals, which the UK must also 'achieve'. Consider the following too:
"The system doesn’t measure creativity; it measures what you can remember of other people’s facts.” p.11.
"A British Baccalaureate at 18, an equally rigorous but broader
qualification than A-levels with academic and vocational options under
the same umbrella. Pupils studying for the academic Diploma Programme
would take six subjects — three major, three minor — covering humanities
and sciences as well as units on critical thinking, communication and creativity.
Those on the Career-related Programme would combine learning (which
could include BTecs or a T-level) with work experience. There would be
the option for students to “mix and match” elements of both programmes
to create the qualification that best suited them. All pupils would do
an extended project, community service and some literacy and numeracy
through to 18. Digital skills would be woven through the whole
curriculum." p.95.
What is missing is understandably the aforementioned tools to facilitate creativity, but let state this as follows and join the dots with wellbeing.
- We need to respect, support and encourage students to be and become curators of their lifelong learning and life chances.
- The reference p.11 to students being measured on what they can "remember of other people’s facts" is a key statement. As a curator, students should be the marshal of their own 'memory palace' pushing the boundaries, their envelope as the lifelong learning (constant test-pilot) of what we hope is a long career - and not just while in 'work'.
- In the above mapping, we can see what is recognised in 'wellbeing'. Pupils need a foundation, they need the confidence and self-esteem to explore, express and explain any difficulties commensurate with their unique situation and identity. The importance of security (nationally, locally and personally) as the basis to address the social determinants of health are essential to integrate short and long-term policy aims and objectives, individual and collective success.
This is identified in the findings:
"Lee Elliot Major, a
professor of social mobility at the University of Exeter, said there
were 'bold and compelling reform' in the commission’s findings.
He welcomed the adoption of his recommendations for undergraduate tutors to help poorer pupils, adding: 'We need to consider radical reset to ensure that the education system fulfils the potential of all children.'”
https://www.thetimes.co.uk/article/times-education-commission-report-welcomed-by-tony-blair-john-major-qwc3b7ktx
The Times Education Commission 2022,
https://www.thetimes.co.uk/society/education/education-commission
'Health career' - 'life chances'
.jpg)
orcid.org/0000-0002-0192-8965
