Thursday
(1)
(57)We have had over thirty years of comprehensives and eight years of Blair's "education, education, education". The result? According to The Guardian:
New research funded by the Economic and Social Research Council (ESRC) and conducted by Michael Shayer, professor of applied psychology at King's College, University of London, concludes that 11- and 12-year-old children in year 7 are "now on average between two and three years behind where they were 15 years ago", in terms of cognitive and conceptual development."It's a staggering result," admits Shayer, whose findings will be published next year in the British Journal of Educational Psychology. "Before the project started, I rather expected to find that children had improved developmentally. This would have been in line with the Flynn effect on intelligence tests, which shows that children's IQ levels improve at such a steady rate that the norm of 100 has to be recalibrated every 15 years or so. But the figures just don't lie. We had a sample of over 10,000 children and the results have been checked, rechecked and peer reviewed."
Astonishing.
Thursday
I have been trying to get myself all worked up about how the UK Education Minister, Ruth Kelly, approved the appointment of a convicted sex offender to a job in a state school. All very terrible, she is obviously an ass, blah-blah. But nearly every commentary on this shabby business seems to be missing a wider point. What on earth is a politician doing approving or blocking the appointment of a teacher in the first place? There are tens of thousands of teachers, supply teachers and assistants. How on earth is a politician, or even a reasonably competent personnel manager, expected to keep track of all these folk?
The centralisation of our state education system has brought this sort of problem to pass. We need to return to the point where individual schools hire and fire teachers, and where parents have the freedom to put their children into a school or pull them out if they are not satisfied. It is not exactly rocket science.
Tuesday
I am not a great fan of Max Hastings but he does have a rather good article in the Guardian that makes points which should be obvious to everyone except state apparatchiks. He decries educational utilitarianism and Labour's lack of realism about the dominance of western culture and the relevance of British history in view of that undeniable dominance.
However I think he rather misses the point that this attitude has been a significant element for quite some time under governments of both parties. Perhaps what makes this government more alarming is their taste for depreciating any sense of cultural identity for English people and, most importantly, failing to provide any historical context for the modern world. To have a broad grasp of history is to have an understanding of the present and future possibilities and it would appear that is not seen as helpful for the broad masses of people who the state would rather see concentrate on mere technical skills.
I wonder if there are some in Whitehall who really do think that ideally as few British people as possible should know there was not always a socialist 'National Health Service'? If people do not know of a past without something they are perhaps less likely to imagine a future without it either. Perhaps none would really see things in quite such totalitarian terms yet it is not hard to see the attraction of such a view if you do not want people even discussing things which might reduce your power and influence by questioning certain axioms.
It is often my experience that the very notion that most regulatory planning is a quite modern imposition strikes a lot of people as bizarre. They think that without politically driven planning, everything would be chaos, and that must always have been true, right? Yet before the Town and Country Planning Act 1947, which was the single most destructive abridgement of British liberty ever, people owned property with several rights that are unimaginable today. Civilization would not end if such conditions prevailed again tomorrow (far from it) yet the meta-contextual reality is that in 2005, most people quite literally cannot imagine a world without planning regulations and that makes it rather hard to have a discussion about the issue if you take a radical perspective (i.e. the mainstream perspective of about one hundred years ago).
Perhaps just as Orwell wrote about 'newspeak' and posited a totalitarian state which wanted to abridge the language to make even conceiving of dissent impossible, there may be some amongst the political class who like the idea of most people receiving nothing more than technical training as the less people know of radically different world views that are never the less relevant to western culture, the less likely they are to imagine society functioning just fine without a great many of the state institutions taken for granted today. What would happen if people start imagining a world which works just fine without much of the regulatory statism that the state wants you to accept as inevitable and natural?
Creating a non-statist meta-context in which such things can even be discussed is something I have often banged on about. By this I mean establishing frames of reference within which one develops and expresses opinions that are broader than those generally found in the mainstream media or academia today. This matters because the meta-context within which most discussions and analysis take place tends to define the basic range of views that are likely to emerge: for example, if the only method for effecting changes people can imagine involves force backed democratic political processes, their views will tend to develop with that underpinning assumption in mind.
I would be curious to know if people like education minister Charles Clarke really think about that sort of thing. I am quite willing to believe that rather than an sinister overarching world view designed to make us all technically trained drones monitored with panoptic surveillance and ubiquitous state enforced database monitoring, we are just seeing the results of dreary political hacks looking for ways to eliminate things they are too limited to see a use for themselves. Stupidity rather than malevolence is generally a more reliable explanation of wickedness than conspiracy theories... and yet when you take the broader view of this apparent dislike of non-technical education within the context of widespread abridgement of civil liberties by both main political parties, well, it makes you wonder.
Wednesday
I keep banging on about this subject since it is, in my eyes, a prime example of how the state is not pulling its share of the deal in coercing the citizenry to pay for schooling and for coercing children to spend the ages of 5 to 16 or more in school. Latest official data suggest that standards of literacy and numeracy among schoolchildren are not up to scratch.
Schools are not doing enough to improve the literacy and numeracy skills of those pupils who start their secondary education with low standards in English and mathematics," a report from Ofsted said.
The findings were released on the same day the National Audit Office, the government's spending watchdog, said more employers need to invest time and money in teaching staff basic skills such as maths and English.
Tony Blair is locked in conflict with his Labour backbench MPs over his education reforms. From a superficial reading, one would get the impression that Blair wanted to drastically open up the amount of choice available to parents as to where their offspring are educated. In practice, nothing so drastic seems to be on the cards and yet the slightest hint of increased choice seems to send socialists into a frenzy.
The other night, the Institute of Economic Affairs held an evening to honour the late, great Arthur Seldon, who among other reforms made the idea of school vouchers one of his pet issues. It is fair to say that we are as yet a million miles from achieving the kind of choice in education that Arthur wanted to bring about.
Monday
A few weeks ago I linked to a speech given by the head of a private schools organisation, in which said individual fretted about the decline in the teaching of certain subjects such as physics and foreign languages. Responses were interesting. One or two commenters thought the system is pretty good. (Yes, seriously). One fellow even claimed to be "genuinely bowled over" by how good it was. More common responses were on the lines that in a free market, if there is a shortage of folk with engineering or linguistic abilities, then sooner or later supply would come through, if not from the UK's own workforce, then from overseas forms of supply. Up to a point I agree. As a free marketeer, it would be perverse for me to bleat about "shortages" or X and Y and then not realise that one person's shortage is another person's entrepreneurial opportunity.
The difficulty, of course, is that we don't have a fully free market system of education in this country, but one in which the incentive impact of price signals and salary levels gets blunted by a predominantly state-run system, with its national programmes, bureaucracies and state-mandated certificates and qualifications. This means that if there is a shortage of say, physics teachers, it may take a while for the shortage to be made up. Learning physics to a high standard can take even the brightest students quite a while. And if the supply of teachers in certain fields drops off, it can take several years to make up the gap easily, though modern technology possibly can help disseminate information more effectively than the chalk-and-blackboard approach of the past.
If, on the other hand, the scarcity of physics teachers changes slowly, then a more market-driven schooling system can react to that more nimbly. People who work in industry but who may want a less stressful life might be interested in teaching science part-time, for example. Among the greying populations of the industrialised world, there might be a potentially big pool of people who might like to teach the young but on a part-time basis.
A story here points to continued worries about what is happening with science education in this country, especially in the field of physics. I am not of course saying that the existing system can be made better by tweaking a few courses here and there. A move towards a genuine market in education is what is required over the long term.
For those who think of schooling in a post-Prussian statist mindset, you can blow out some collectivist cobwebs here and also here
Monday
Something extremely interesting has just been reported on Newsnight.
David Cameron has apparently been saying for some time now (but I missed it until now) that he is against "opposition for opposition's sake" and that the Conservatives may well be voting for the Government's latest education reforms. David Cameron is and has for some time been the Conservative spokesman on education, and he seems to be handling the Conservative response to these proposals.
Yesterday I did a posting concerning Cameron, and the consensus among the Samizdata commentariat was that nobody knew what Cameron stood for, or what any of his ideas might be. But I think what we have here is an idea of great importance. Maybe not an especially original one, and long overdue, but extremely potent mevertheless.
The Conservative Opposition has spent the last decade opposing everything that the Government has done, a process which I particularly associate with William Hague, but which his successors have not fundamentally altered. And since the Government has been relentlessly "triangulating" – i.e. stealing whichever Conservative policies they think are popular or which they think will eventually prove popular because they think that they will in the meantime work – this has meant the Conservatives suffering from a permanent, yet self-imposed, philosophical incoherence.
One moment the Conservatives would be saying that something or other that the Government was talking about should be more market-oriented. A moment later, some other Government initiative that was more market-oriented would be complained about. Complained about, as Cameron has apparently said, for the sake of complaining. One moment the Government was being not tough enough on terrorists, the next moment too tough, for doing pretty much what the Conservatives had just said they should do in another context. This is not opposition, so much as opposition-ism. It says: whatever they do is wrong! Never mind why. Never mind what we would do, or what we really think of it. Denounce it! We just scrape up whatever mud we can find on the floor and chuck it at them. No wonder the Conservatives have won parliamentary battle after parliamentary battle, but have been slaughtered again and again in the electoral war.
What would the Conservatives do, if they were the Government? For the last ten years, they have offered no sort of answer. And for this reason, there has been, in the competitive sense, no opposition, because no alternative Government that it made sense to even consider voting for. All anyone knew about the Conservatives was that they did not like the Government. Big surprise. But that is not a policy; it is a mere emotion. It has condemned the Conservatives to relentless irrelevance and unending public ridicule.
Now, if this "Cameron doctrine" is what it appears to be, and more to the point, if it goes into action right across the board, with David Cameron imposing it across the board in his capacity as Conservative Leader, New Labour will finally face what you might call a New Nightmare.
Take these education reforms. Blair says they are intended to make schools more independent and self-governed, and less controlled by local authorities. This is very Conservative friendly stuff, and not at all Labour friendly. There is a good chance that the massed ranks of Labour MPs will not vote for these reforms in nearly sufficient numbers, but that a more unified Conservative Party will see the reforms through nevertheless. This will split the Labour Party from top to bottom. We are doing Conservative policy! And with Conservative help! And in spite of our core beliefs!
Repeat that procedure every time Blair presents one of his reforms, but oppose ferociously when they resort to old fashioned, Old Labour, collectivism, and suddenly it is a new Parliamentary ball game.
It gets worse for Labour. In the electorate as a whole, the question will start to be asked: if we already have a Government that does Conservative things, despite its own supporters, and if that is what that nice Mr Blair thinks should be done, then does it not make sense to vote for the real thing, and vote in a real Conservative Government?
This is a tactical switch that the Conservatives should, from the purely political and competitive point of view, have done years ago. Finally, they have done it.
Or then again, maybe they have not. Cameron might not win the Conservative Leadership. Davies might go back to crass oppositionism. Cameron may win, but it may turn out that "opposition for opposition's sake" was just a nice sounding phrase to win him the job, and he will then forget about it and carry on with the mud slinging.
But, this might just be a political turning point.
Thursday
This may not be the most exciting story of the day, but it caught my eye as an example of how, despite its fine words, the present government has allowed our education system to crumble:
Britain will slide rapidly towards Third World status unless the Government reverses the "unsupportable" decline in maths, science, engineering and modern languages in the state sector, head teachers of leading independent schools warned yesterday.
Jonathan Shephard, the general secretary of the Headmasters' and Headmistresses' Conference, representing leading boys' and co-educational secondary schools, urged the Government to work more closely with the private sector.
"Despite improvements in state results, the decline in mathematics, engineering and modern languages is unsupportable and has to be reversed," he said. "Otherwise we are heading rapidly towards Third World status."
India and China were turning out tens of thousands of engineers, scientists and mathematicians but in Britain the number of first-year graduates studying chemistry had fallen from 4,000 in 1997 to 2,700 in 2005, he said.
Superficially, it may be a smart move to make it easier for parents to send their children to private schools. My only problem is that if the current Labour government were to embark on such a course, it would demand, as part of such a deal, greater control over what is left of the non-state education system. (That remains a key drawback of education vouchers). Do we really want the half-educated dolts and knaves running this government to get their hands on Eton, Harrow or Winchester?
Update: a commenter disputes whether British state schools are so lousy. Perhaps he should study this OECD report, which contains damning data on illiteracy in Britain. I should also remind readers of the terrific work being done by Professor James Tooley to debunk the shibboleths of statist thinking on education.
Update 2: Here is another link to a site about literacy issues in Britain and other countries. If you scroll down there are dozens of stories, from as recently as September 2005, expressing employers' concerns about the skills of the students they take on. A couple of commenters persist in claiming that our state education system is better than it has ever been. If so, why the company complaints? I presume that CEOs are not making this stuff up.
Sunday
Friday's Guardian carried a scary piece, headed:
Extremist groups active inside UK universities, report claims
So? What do you expect? I was getting ready to say. Of course students like to try on new ideas and they suck up stuff from all sorts of weirdos from the Hare Krishna, to the Federation of Conservative Students (RIP), to the Department of Gender Studies. Some of my best friends are "extremists". A university that's a tepid-bed of moderation is scarcely worthy of the name.
Then my eye hit the scary bit. The second paragraph reads:
Yesterday the education secretary, Ruth Kelly, ordered vice-chancellors to clamp down on student extremists in the wake of the July terror attacks in London.
I may have had very little administrative contact with my own universities, but I am fairly sure it wasn't part of the vice-chancellors' job description to tell students what they can say and what they can think. And I knew the current administration had taken the first steps to control by seizing admissions procedures, but I definitely missed the bit where universities ceased to be independent institutions, and Mrs Secretary of State Kelly could order vice-chancellors what to tell the student body what it may say and think.
The excitable self-promoting report by erstwhile history professor Anthony Glees (who seems interestingly close to the security establishment) was picked up in a number of places, but I haven't heard suggestions elsewhere that Kelly is doing any such thing. Let us hope that this is just a mistaken presumption on the part of the journalists involved that all-powerful ministers can order anything... not a PR prelude to the Government "discovering" it does not have such a power and that it is vital it gets it quick "for national security".
Sunday
The FT paper edition for 20th/21st August has feature on some of its writers sitting some of this years' A-level exams. Though a stock sort of piece, this much the best of its type I've read and is full of insights, most provided by the examiners they involved in the exercise.
For example, here's Matthew Lumby of the QCA:
A lot of people think that in an essay question you are just judged on content and style when in fact the markers will be looking for a number of specific things.
What else is there?
Thursday
American journalist, Cathy Young, wades into the Intelligent Design (ID) versus Darwinian evolution controversy. It is an issue that appears to be causing more of a ruckus in Jefferson's Republic than in Britain, which until recently, was pleasingly unruffled by attempts by religious folk to roll back the achievements of science (I have not a clue what Islamists think of evolution). Champions of ID seem, at any rate in the United States, to be coming from the so-called conservative side of the political divide. As Young points out, though, it is by no means clear why conservatives should take this stance:
In some ways, evolutionary theory is more compatible with conservative ideas than with leftist ones. Indeed, proponents of applying evolutionary theory to human social structures tend to be viewed by the left with suspicion, particularly on biological explanations for sex roles. As several commentators have pointed out, it's conservatives who reject the notion that complex organization requires deliberate central planning -- in economics. Why should biology be different?
Exactly. The Hayekian idea of spontaneous order is similar in some ways. It is arguable that Darwin's appreciation of the emergence of complex systems may have been influenced by the writings of the Scottish Englightenment, such as Adam Smith and his famous idea of the "invisible hand". It is entirely possible to believe in the existence, or indeed entertain the possibility of a Supreme Being and yet still sign up to Darwin's theory and the subsequent development thereof. An atheist would presumably find it very hard to support ID, I would have thought. Here is a link to lots of stuff about this issue here, from a broadly pro-evolution perspective.
Should ID be taught in schools? Well, as a taxpayer, I object to what I think is a bogus theory being taught with money seized from my wallet. If parents want to teach religious ideas to their children, I have few objections. My only caveat is that parents do not have an unfettered right to indoctrinate their offspring, although given the rebellious instincts of most kids, this is pretty hard to do over an extended period of time in a vigorous, pro-science, pro-reason culture.
Wednesday
Australia is not famous for higher education. Indeed, "Australia" and "Higher education" would strike most people as an oxymoron in the "French Military Victory" class.
Needless to say, the Australian Government has long tried to nudge Australia's university system towards some sort of quality, and has permitted private Universities to be established. In addition, the government has encouraged students from overseas to pay their way through Australian universities, as a way for universities here to raise money.
Recently, the government has also allowed Australians to enter universities by paying their own way.
This move towards a more financially sustainable education system has not been well received by many members of the Australian academic ecosystem. One of whom has put together a rather amusing parody website which takes a humorous potshot at trends in Australian university education.
Underling the parody is the normal assumtion that anything in the private sector must be inferior, and that any private qualification must obviously be worthless as it can be bought.
But the site has caused a bit of a flurry of attention in various educational quarters in Australia, and one consultant has been tracking the progress of this satirical site.
This recalls to me the time, long ago now, when I was studying like a demon in order to obtain the Cisco Certified Network Associate (CCNA) qualification, back in the dark days when networking involved lots of wires. As it was, I was dating a university student at the time and she was appalled that I had to acheive an 85% score to pass and obtain the qualification. She was doing sociology or something of that ilk in a Melbourne university and told me smugly that she only needed to score 55% to pass. Easy for her, but who do you think knew their subject better? After all, Cisco had a real stake in me being proficient in knowing how to use their product.
Thanks to Professor John Kersey for alerting us to these sites.
Tuesday
Harry Phibbs is one of those people who is not nearly as much of an ass as he often pretends to be. In fact, often pretending to be an ass is just about the only assinine thing about him.
Here he is, pictured at that Globalization Institute launch that everyone who was anyone was at, talking about I have no idea who, but almost certainly saying that they ought to be horsewhipped.
But he is and has long been an excellent writer. Here is his excellent description, at the SAU blog, of what it is like being a school governor (while remaining Harry Phibbs of course). I particularly liked this bit of reminiscence:
School governors are entitled, indeed encouraged, to visit the school once a term or so. They also have a chance to report on their visit. I once caused consternation at a primary school in St John's Wood where I was a governor a few years ago. Reporting on a visit I had made to the school, I named a Bosnian child who had recently arrived at the school. He was unable to speak English but was very good at sums. Essentially his entire time at school was being wasted. For most lessons he stared blankly unable to understand what was going on. In the maths lesson however he managed to correctly complete a whole sheet of sums within seconds which kept the rest of the class going for the whole lesson. Of course he should have been given harder sums and special help to learn English. "We are letting him down", I declared. Later it was proposed by one of the teachers that reports of governor's visits should be restricted to general comments as it was "inappropriate" to make comments which should be made by school inspectors.But I was backed up by the other governors who agreed there was little point in having school visits if specific criticisms could not be made. I never found out if the boy was given harder sums to add up.
Harry also writes about the beneficial effects of Jamie Oliver on school meals, and gives chapter and verse of how much money is spent on each pupil, and who by. (Clue: bureaucracy.)
Read, as we bloggers so often say, the whole thing.
Tuesday
I am watching a news report on Newsnight, broadcast by the BBC, about private education in Nigeria. The report is the work of Professor James Tooley, who I think is one of the most interesting public intellectuals in the world.
Tooley has been roaming the world in recent years, finding cheap, successful, private schools, which are everywhere outperforming the shoddy state provided schools. Nigeria is no different.
It is one thing to see white blokes in suits saying at some pro free market conference that the private sector is better than the public sector. Watching Nigerian parents explaining the same thing, to a BBC news camera, is something else again.
So why, Tooley is asking, is everyone in denial? There is no global crisis in education. The private sector is supplying higher standards at a fraction of the cost.
Now we are in white blokes discussing it all mode, and Professor Keith Lewin of Sussex University is explaining that what Tooley has spent the last decade scrutinising with his own eyes is all a figment of his, Tooley's, imagination.
Tooley has the advantage over Lewin. He has been there. He has seen it. He has found schools which, until he and his colleagues found them, nobody not directly involved with the schools in question knew existed. This is market success, says Tooley, and we should celebrate it.
Tooley's report showed an incandescently eloquent private sector teacher in action. And he also showed a state school teacher in a state school classroom, a classroom filled with state school pupils who were busy trying teaching one another, while he, the state school teacher, was fast asleep at his desk.
Lewin says that this is all a tragedy, because he sees state failure. The state is, or should be, the educator of last resort. Market success is important to Lewin only because as far as he is concerned market success equals state failure, and state failure is bad bad bad. Lewin refers to "his colleagues in Africa", who agree with him and do not agree with Tooley.
Those, I would guess, would be the state education bureaucrats who, time and time again, do not even realise that there is a thriving educational private sector in their own country, pretty much right under their noses. The government bureaucrats whom Lewin (I suspect) spends most of his African research time communing with, have little idea about this ferment of private education. Insofar as they do know of it, they do not want to know of it, because it makes them feel irrelevant. This is because they are irrelevant. And if they are irrelevant then so is the living that Professor Keith Lewin of Sussex University makes helping to prepare all this state bureaucrats for their careers in state education.
Now Lewin is talking gibberish about why Britain nationalised its schools in 1870. What we have just seen, says Lewin, invites the withdrawal of the state from the provision of all public services. Well, yes.
The thing about Tooley is not just what he says. It is also the sincerity and enthusiasm with which he says it. He will never convert the Lewins of this world. But he does seriously contest what they say, and, just like the numerous private schools which he has found the world over – in Africa, in China, in India, in Pakistan, in fact everywhere he looks – he does it with a fraction of the resources that the Lewin side of this debate now commands.
For more about all this, read this Sunday Times article by Tooley, which I would never have found out about had it not been for the BBC.
The BBC, outrageously biased, rampant supplier of last resort of rampantly pro-capitalist propaganda.
Wednesday
As a general rule, whenever you hear or read that teaching unions are 'angry' then you can pretty much bet all your wordly worth that something good and positive is happening in the education sector.
I have yet to encounter an exception to this rule:
Teachers' unions reacted angrily today after the Government vowed to press ahead with plans for 200 privately-sponsored city academies.
This hardly means that the (long overdue) commodification of education is upon us but then these public sector mafiosi possess bloodhound levels of sensitivty that enable them to pick up on even the faintest whiff of threat to their vested interests.
I wholly expect that even if these academies do start sprouting up around the country, the curriculum will still be politically-mandated and the sponsors will (in common with everyone else in the productive, non-looting sector) have to navigate their way through a miasmic swamp of diktats, edicts and regulations on their way to getting something resembling decent results.
But, for all that, they do seem to me to represent the first few, tottering, tentative, baby steps towards the long-term goal of levering the state out of the education business. Good.
Saturday
For me, this was the biggest news yesterday. Synthetic phonics is now thoroughly established as a serious educational policy option.
"Synthetic phonics" is a somewhat jargonic way of saying the sensible teaching of reading, based on the idea that despite all the deviations (in English especially) from the rules, letters stand for noises, and the way to read is to work out what the noise must be from the letters. To say that this is how to learn reading is to miss the point. The point is: this is reading. Seeing the letters "e l e p h a n t" next to a picture of an elephant (which is precisely what I did see this morning when channel hopping – in a TV show supposedly helping children to read) and guessing that therefore this assemblage of baffling squiggles must mean elephant is not reading. Reading means seeing those letters on their own, and knowing that they mean elephant.
A good way to get to grips with the background to this story is to read the latest newsletter from the Reading Reform Foundation, who have been agitating on behalf of synthetic phonics for many years now.
At the heart of this argument is not the value of phonics as such. Even the most diehard look-and-say people now concede that phonics is part of the story. But, say the RRF people, too many teachers – teachers who have only been following or agreeing with the guidance they have been getting from the government – believe in a mixed approach. In other words, says the RRF, they confuse children by urging them to combine reading with guessing. Should some version of phonics merely be included in the government's literacy strategy (it already is), in among picture books, stuff about "word shape", and so on, or should literacy be based entirely on phonics, properly done? The latter, says the RRF. Personally I find the RRF argument thoroughly convincing.
At lot of what is happening here is not really an argument about what works best (synthetic phonics has been proved to work best), so much as an elaborate exercise in giving a whole generation of fools a soft landing. Too sudden a switch from the wrong methods to the right ones would reveal at once how bad the wrong methods were, and make an awful lot of experts look very inexpert indeed. So, although they must surely now know that they are losing, these people are still digging their heals in and fighting every inch of the way.
Kudos to the government, for, better late than never, taking all this on board, to use an unlovely Blairite phrase. For this is classic Blairism. Once again, New Labour (this kind of thing being the New bit) are cherry picking one of the better things that some Conservatives have been saying, and ramming it down the throats of their own natural (Old Labour) supporters, who will put up with anything rather than have too serious a fight with their own front bench and thus let the Conservatives back in.
My favourite moment in all the media reportage yesterday about all this came when a newsreader (I think BBC but am not sure) was reading the phrase "synthetic phonics" out. Exhausted by the effort of reading "synthetic", she then stumbled over "phonics", and had to stop, and try it again. Eventually she got it right. Maybe it would have helped if she had had a picture to help her.
Well, no, it would not. She should simply have read it better.
Friday
I quote at a bit of length because only when you quote at a bit of length do you get the real flavour of stories like this one:
A new anti-yob task force is to be set up to tackle the culture of disrespect and unruly behaviour in schools, ministers have said.
Otherwise known as a committee. This announcement will only add to the culture of disrespect. Disrespect of ministers.
The group, made up of teachers and heads who are experts in school discipline, will advise the Government on how to improve standards of behaviour.One key part of their work will be to make sure parents take responsibility for the way their children behave, the Department for Education and Skills said.
But "taking responsibility" will not quite do it, will it? This would only work if parents actually changed the way their children behaved. This is a euphemism that communicates the underlying lack of confidence here. These people already know that none of this is going to work. If they thought that parents really could, and really would, make their children behave better, then this is what they would have said.
The group's work will include:- Considering a new national code of behaviour setting out minimum standards expected from pupils, parents and schools
Expect away. But how will this make any difference? They've already worked out that they want pupils to behave better, and everyone pretty much knows what this means. What will they do when these expectations are unfulfilled?
- Looking at what new powers head teachers may need to tackle violent pupils
People have looked for decades at this one, and the one crucial power that all teachers need is the right to chuck out pupils who are disruptive.
- Writing a detailed report recommending potential new policies by the end of October
Oh goodee. A detailed report. That will really please the teaching profession.
The move follows Tony Blair's pledge to address the growing issue of "disrespect" in society and fears that violence and disruption in schools are on the rise.Announcing the formation of the group, the new schools minister Jacqui Smith said: "A culture of respect, good behaviour and firm discipline must be the norm in all schools, all of the time.
"The Government has provided schools with powers, training, and support to deal with disruptive behaviour.
Which just might suggest - might it not? – that more of the same is not going to work any better.
"But we know that the real work is done on the front line by heads and teachers."We cannot simply legislate bad behaviour out of the classroom.
Well, you could try, I suppose. But legislation would mean sending people who disobeyed the law to prison. But legislation as in "here is what we really really want now everyone please do that" is indeed useless.
"It has to be delivered on the ground by teachers with the full backing of parents."
You can already see the excuses being lined up for when this policy fails. Blame the parents. And, inevitable, blame the teachers.
This is prayer talk, which will lead nowhere. Which might be why they are tackling this Prime Ministerial whim good an early in the electoral cycle, so that when all this nonsense fails ignominiously, there will be plenty of time for this failure to be forgotten about before the next election looms.
At the root of the problem of bad behaviour in schools is the fact that these are institutions which demand compulsory attendance. That is what turns schools into the "front line". If, at work, you behaved one tenth as badly as the more malevolent kind of adolescent at the more unruly sort of state school, you would be out on your ear. To hell with any social duty on anyone else's part to look after you. Until the kind of people who are responsible for stories like the above abandon their self-imposed duty to look after absolutely everyone, and to fine-tune every nuance of everyone's behaviour, by announcing, in absurd detail, what they want that to be and then just hoping it happens, they will never get anything resembling the behaviour they actually want.
I mean, shops who are subjected to customers whom they take against just get a couple of extremely big men in uniforms to escort them to the door. They do not waste their time blaming the parents or setting up committees – sorry, task forces – to make detailed recommendations, or for that matter demanding for themselves any new and draconian powers. They have all the powers they need.
In other words, the way to actually get good behaviour, whatever exactly you reckon that to be, is for you to consort with people who behave as you want them to. If they behave as you do not want them to, then seek other company, either by going somewhere else or, if it is your property, by telling them to go somewhere else.
Property. Key word there. Key concept. Clearly defined property rights are the foundation not just of a thriving economy but of civil order, of civilisation itself. One of the basic troubles with state schools is that it is not clear whose property they are.
Allow everyone, including teachers, and parents, and, I would say, including pupils, to follow these alternative rules, the rules of property and of consent, and an amazing number of now utterly intractable problems associated with education, whatever you think that is, will just melt away. The good stuff – that is say, whatever stuff those directly involved in it consider to be good stuff – will thrive. And the bad stuff – ditto – will vanish. Educational achievement will skyrocket. Costs – if costs are a problem, as they are for many – will plummet.
It really is that simple. The trouble is that to apply such simplicities to education would involve an entire class of meddlers and looker-afterers and minders and advisers and inspectors, to say nothing of detailed-recommendation-mongers and concern-arousers and general wafflers, having to change their whole way of thinking.
I live in hope, but not in expectation.
Saturday
One of the regular contributors to the Libertarian Alliance Forum posted this salutary tale concerning his local state school.
I felt that it deserved a wider audience.
Yesterday my wife went to register our oldest child at the local 'gubmint' school here in the Atlanta 'burbs. It will be his first year in the public school system.To prove that we live in the catchment area, she had with her an electricity bill with our address on it. There was a printed notice posted in the registration area. It listed the only forms of identification that would be accepted. At the bottom of the notice was printed "NO ACCEPTIONS!"
My wife found this illiteracy in a supposed place of learning to be very disconcerting, but carried on with the process.
Next, she was handed a slew of forms to complete and sign. One of the forms was a waiver for field trips. This form explained that "our student's will attend a number of field trips..."
That was it. Glaring spelling mistakes on professionally printed notices, moronic misuse of an apostrophe on a form that must surely have been reviewed by the principal. A sickening feeling came over her and she had to make her excuses and leave, explaining that she would fill in the forms later.
The received wisdom of our day holds that only the state can be relied upon to provide children with a proper education. I wonder how long that canard can hold fast in the face of all the glaring evidence to the contrary?
Monday
It seems a bit odd that the construction industry is going on a spending campaign to persuade smart young graduates to go into the trade. I am surprised that young people really need persuading. In this age of job offshoring, redundancies in the City and suchlike, it actually makes a lot of sense to get a skill in an area that cannot be easily outsourced. Many people in the construction, plumbing and electrical trades seem to be well off, far more so in fact than some young graduate toiling away in an office job. And thanks to new British regulations designed to prevent homeowners from performing any DIY activity more complex than install a shelf or rewire a plug - for their own good! - demand for construction and home maintenance professionals looks set to go on rising into the distance.
Anyone with a supposedly "secure" job ought to think about adding another, non-outsourceable, skill. One thing I always notice about British plumbers, for example, is that they all drive Jaguars or Mercedes. It is not rocket science to figure out why.
Saturday
One of the more depressing discoveries I made from my first year or two of education blogging (Brian's Education Blog still not working sorry blah blah) was the inexorable spread of cheating in Britain's schools and colleges. The BBC reported yesterday that a diktat has just been emitted by a committee you will probably not have heard of until now, called JISC (Joint Information Systems Committee), saying that this must stop and here is how blah blah:
A rise in the number of students in the UK, including undergraduates from overseas, is likely to mean increased plagiarism, a report has said.Colleges and universities are being sent guidelines written by experts in the higher education technology organisation, Jisc.
The authors say: "student plagiarism in the UK is common and is probably becoming more so".
JISC makes much of the presence of foreign students in large numbers, but presumably phrases this more delicately than the BBC's report does, in its first paragraph above, with verbiage more like the following:
A "holistic" approach is needed which establishes "underlying cultures and beliefs", "placing academic issues at the centre of the discussions".
When you are saying that foreigners are cheats, words like "holistic" come in very handy, I should imagine.
However, another reasons why academic cheating is on the up-and-up is diktats from national committees, demanding that British schools (where most British students are still incubated despite all those dodgy foreigners) must do better and better, and get better and better marks, and better and better exam results. This is the process I call sovietisation, and the rot afflicts everyone in the entire education system, up to and including the Secretary of State him (now her) self. Simply, the politicians want the educational numbers to look better than they are, and they cheat.
Time was when the teaching profession was pretty much left to its own devices by London, but those days are long gone. And time was when, if you cheated, you had to make sure your teacher did not catch you at it. Nowadays, your teacher is liable to be the one helping you to cheat, so you can get through your exams, and he can tell London that he is doing a good job. And London will believe it, because London wants to believe it. I think the Soviet vibe here is clear enough. Steel production figures anyone?
Sending out yet another instruction saying that you jolly well must not cheat has a distinctly Gorbachevian air. It amounts to begging that our top-down command-and-control education system must please, please, not behave like what it is. There will be quotas, but no quota fiddling. Dream on.
See in particular, this posting, where I noted how continuous assessment encourages cheating, because it involves asking teachers themselves to tell the higher-ups how well they, the teachers (and the higher-ups), are doing. Exams at least get someone else to say how well things are going, and are more likely to be honest. Although of course the politicians put pressure on those to dumb them down too.
David Gillies responded to that posting of mine, with a comment which I copied over to Samizdata. Gillies noted, you may recall, that there is another reason why foreigners equals cheating. Foreigners equals money, and British colleges do not want to lose it by telling said foreigners that they have done badly in their exams. There is a lot of this about just now, and the less corrupt educational exporters must now be very afraid.
Perhaps there will now be yet another Initiative, demanding that each school and college must set in motion an Anti-Cheating Plan. The more obedient ones will comply, as best they can.
Others will say that they have done this, but their Anti-Cheating Plan will only be observable when the inspectors come calling.
They will, that is to say, cheat.
Saturday
I am aware of the arguments in favour of home-schooling. The educational standards tend to be higher. Children are usually brought up as reasonable human beings and not part of a pack of savages. In principle, home schooling allows for an upbringing that is tailored to each child. The conscription of children in schools is removed.
And then something like this comes along.
There are two benefits of even the most useless schools. Children meet other children their own age, which is useful if one is not intent on becoming a hermit.
Of course there is plenty of unreported abuse that occurs in full view. In some schools abuse is ignored or even inflicted. But most basically of all, a 12 year-old child turning up weighing 35 pounds with burn marks and bruises in rags might be noticed. So having children turn up somewhere where their disappearance or injury will be noticed is a valuable function of schools. Perhaps they need to open twice a month for roll-call and then let them go home?
Saturday
The New Labour administration has provided a worthy example of how governments mess up systems of accreditation, especially those established by themselves. Since these are designed to mirror the political biases and triumphs of their founders, rather than provide an objective appraisal of developments, governments begin to tinker with the tables when they produce the wrong results.
One example of this is the education league tables where the government has recently introduced the recording of vocational qualifications in order to offset the academic predominance of private and grammar schools. This has the additional consequence of downgrading academic performance even amongst state schools which are run on an adequate basis.
Under the new system, a distinction in a certificate in cake decorating is worth 55 points – more than a GCSE grade A in physics.And a City and Guilds progression award in bakery was worth more than five GCSEs at grade C.
The public sector professionals thought this was a terrific wheeze.
But John Dunford, general secretary of the Secondary Heads' Association, said the added complexity gave parents a better picture."In the past the tables have been too simplistic.
"The new tables give parents a broader view of the achievements of schools," he said.
The more complex the better. No doubt parents prefer complexity since this makes those important decisions so much easier. Time for the market to provide an alternative.
This government hopes to cut its cake, cook it and eat it. However, although Britain is ending up like Golgafrincham, we cannot offload the cake decorators or the telephone earpiece cleaners, so all of the skilled workers and the professionals are emigrating, leaving the Golgafrinchams behind.
Friday
At Joanne Jacobs I learned about another of these teacher/pupil ruckuses where the teacher would appear to have behaved very stupidly.
17 year old Ahmad Al-Qloushi disagreed with his teacher, Professor Jospeh Woolcock, about America being great. Ahmad Al-Qloushi thinks it is. His teacher, Professor Joseph Woolcock, on the other hand, said to Ahmad Al-Qloushi that he needed therapy for expressing such an obviously bonkers opinion. The story is already bubbling away on the internet and will surely spread. Al-Qloushi has put his version of the story out there, and however much the Professor may curse, he cannot now reverse this. The Professor has filed a grievance, whatever exactly that means, against Al-Qloushi, for putting his, the Professor's, name out there, but out there it is and out there it will now remain.
Whenever I hear about disagreements like this, I always think to myself: well, maybe the guy is a bit crazy. Maybe, in this case, the essay was a bit bonkers. And maybe Al-Qloushi had said and done other crazy things which he is forgetting about, and this essay was just the final straw in a hayrick of craziness that we are not hearing about. So, I am especially interested that in addition to reading Al'Qloushi's complaint, we can also read the offending essay.
Says Joanne Jacobs:
If the student's tale is accurate, it's outrageous. It's one thing to flunk him - I think the essay is not bad for a 17-year-old immigrant - quite another to treat him like a lunatic because he thinks the Founders were good guys and is grateful America liberated Kuwait from Saddam Hussein.
This guy (IA?), on the other hand, is sceptical about Al-Qloushi. Registration may be needed at the other end of that link, so I quote from this mercurynews.com story at length.
Needed: a grain of salt"Arab Student Pushed to see Therapist'' the headline began. The Foothill College Republicans blasted faxes to reporters this month complaining that a professor had forced a student to see the college therapist merely because the student wrote a pro-American essay.
This, the students fumed, is why the Los Altos Hills campus should adopt an Academic Bill of Rights.
Nationwide, conservatives are pushing the political protection bill, which says that while colleges tolerate different races, sexes and creeds, they only welcome liberal politics.
Ahmad Al-Qloushi seems a poster child for the cause: His political science professor allegedly told him to get psychological help simply because Al-Qloushi wrote a chest-thumping patriotic essay.
But IA was suspicious. Al-Qloushi happens to be president of the Foothill College Republicans - a fact the group's press materials neglected to mention.
What were the odds of a campaign-perfect case happening to the college Republican president?
"It is a coincidence,'' Al-Qloushi said, "but this is the case.''
IA tried to confirm Al-Qloushi's story - and a subsequent release from the group that said the professor had filed a grievance against Al-Qloushi - but campus officials said they couldn't discuss confidential professor-student matters.
The professor wouldn't return calls and e-mails; the therapist simply hung up.
Fair enough. If you criticise someone publicly, you become a target yourself.
My first reaction was that maybe an angry Professorial outburst was being misunderstood, or misinterpreted, as a serious recommendation. But if there is indeed a therapist involved, the Professor presumably meant his recommendation seriously.
And maybe the fact that Al-Qloushi is the college Republican president is all part of what the Professor regards as so crazy about him.
However, I further guess that the combination of a pupil who is also a student politician (and maybe also an aspiring politician period) plus the Internet, faced the Professor with a situation he did not see coming. I guess that this Professor is used to getting away with crap like this, but did not realise that he was dealing with a different sort of pupil to the ones he is used to subjugating. My guess is that this Professor is a lefty who did indeed, despite what the mercurynews.com guy says, do something seriously wron