We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous... lets see what is on the mind of the Samizdata people.
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‘Clovis Sangrail’ points out that the ‘dumbing down’ of educational standards is politically and ideologically motivated.
In the most spineless demonstration of inadequate journalism we get the following report from the Times Higher Education Supplement.
“Hefce report questions value of costly initiatives and argues for open entry to university, writes Claire Sanders. Universities would need to scrap entry requirements to make any real headway in admitting students from a broader range of backgrounds, according to a highly controversial report commissioned by funding chiefs.
The review of widening access raises doubts about whether policies to reduce inequality through education can ever work and will fuel the debate over why the participation of disadvantaged groups in higher education has stalled despite billions of pounds being ploughed into the area.
A review team led by Stephen Gorard of York University argues that in the near future discrimination based on school qualification could seem as “unnatural as discrimination by sex, class, ethnicity, sexuality, disability and age do now”. Instead, a “threshold level” could be introduced, equivalent to perhaps two A levels, and places to specific institutions could be allocated according to students’ location, disciplinary specialisation or randomly.
Professor Gorard, who led the team from York, the Higher Education Academy and the Institute for Access Studies, said: “As research indicates that qualifications are largely a proxy for class and income, then why use them as a means of rationing higher education? The Open University has operated an open-access scheme for years that has clearly not damaged standards.”
This is either ignorance so vast that it clearly indicates the man should not be employed by York or else a deliberately misleading set of statements driven by a political agenda. Firstly, as any half-arsed tyro knows, evidence of association is not evidence for causation. Thus, in particular, we do not know that [high] class and income cause qualifications, indeed the reverse causation might hold: qualifications make people rich. Secondly, even if the causative link might be asserted, where does this leave the universities? In order to widen access they should accept those with poor education, because they have been discriminated against. Ignoring issues about positive discrimination this can only be true up to a point-or should they accept the innumerate to do mathematics and the illiterate to study English? “No, no, don’t be ridiculous” Professor Gorard would say, “two A levels rule that out. Look at the Open University”.
Well, I do look at the Open University. Ignoring the fact that in my subject an Open University degree is not taken to be evidence of high ability, the OU (as I am sure Gorard knows) has a requirement for a Foundation Year. And this is intended to make up for the absence of standard academic qualifications at a reasonable level.
Why do I get the feeling that Professor Gorard (a former teacher of maths and computer science who is quoted as saying on his appointment “I want to help build a centre of excellence for research on the effectiveness and equity of education systems.”) views equity as meaning “without regard to proven ability”?
I do not argue that wealth or class (whatever that means these days) does not help a child, I am sure it does. My problem is that opening the Universities to anyone with 2 Es at A level does not redress the balance. This is just another way to hide the rolling avalanche of failure that is (the average of) state education in the UK. It is not the (semi-private) universities’ job to fix the inadequacies of the pre-18 education system. If we attempt to do so, then we do so at the cost of miserably failing to train the top 10%. In a few years we have lost our research base and then we are stuffed. No industry, no educated ‘elite’, nothing to give us an economic edge in anything.
This is the route that the USA has partially gone down, and they only stem the rot by recruiting able PhD students from overseas.
Reposted from ‘Canker’
There is an article in the Times Higher Education Supplement that claims not only are radical Islamists trying to recruit at UK universities, the universities are doing little to combat it (a claim they naturally deny).
I do not know who is correct, but as Shiraz Maher claims the universities are not on top of this problem and he was a former member of Hizb ut-Tahrir, I am inclined to think the worst.
One doesn’t expect much good news from Africa, and Kenya may be notorious as among the most corruptly governed countries in the world, but this is what I call a public service.
A strange note in the commentary which I take to be a sign of a global, not just an African, problem:
People are so into their daily lives, running here and there, they don’t have time to read. In fact they only read when they need to sit for an examination. We hardly have anyone reading for pastime or for knowledge.
I have heard similar things in Britain, from both the non-readers and academic acquaintances responsible for teaching non-readers. In a world dominated by bureaucracy, qualifications no longer have any necessary relationship to knowledge, and reading is an act of compliance.
But being an outdoor librarian seems like a good job to me.
Human beings are a strange lot. Despite being blessed (theoretically at least) with the powers of critical analysis they are nonetheless wont to form an unquestioning consensus around an idea that makes little sense and produces consistently awful outcomes. In fact, the awfulness of the outcomes seems to be directly proportionate to the dogmatic insistence that there cannot possibly be any other way of doing things.
I can think of no clearer example of this than compulsory education: a bad idea which is (by and large) badly implemented by the state in the form of day-prisons which act as a factory for producing unacceptably large numbers of witless, traumatised, ignorant, semi-literate teenagers and not an insignificant number of violent, anti-social thugs.
Nor is this a secret shame. Indeed, it is the subject of much national hand-wringing about ‘what to do’. And yet, if I dare to suggest that the whole idea of incarcerating children for at least 10 years and then indoctrinating them with the things that politicians think they should know about is both counterproductive and immoral and bound to produce very little except awful outcomes, the reaction I get is rather similar to the one I imagine I would get if I were to demand that all pregnant women be injected with rabies.
Still, the best way to deal with a ‘truth-that-dare-not-speak-its-name’ is to speak it; often and boldly. That is why we need press releases like this one from the Libertarian Alliance:
“State schooling is an instrument of ruling class control. It is a means by which ideologies of obedience are imposed on the young.
State schools have always encouraged intellectual passivity and trust in the authorities. In the past generation, they have begun also to celebrate illiteracy, innumeracy and a general ignorance of the world. Add to this endemic bullying and temptations to unwise experimenting with sex and recreational drugs, and we have in state schooling a comprehensive absence of what used to be meant by education.
Rising truancy levels are to be welcomed. They show that increasing numbers of the young are withdrawing from the process of mass brainwashing. The young may not yet be expressing positive discontent with the corporatist police state New Labour and the Conservatives have made for us. But they are beginning to vote with their feet.
While the Libertarian Alliance does not encourage breaches of the criminal law, even if the law happens to be pointless or malevolent, we do look forward to a time when state schooling will be as dead an institution as the workhouse and the debtor’s prison.”
And when that day comes, human beings (being a somewhat strange lot) will be disinclined to recall or even believe in a time when there was a consensus around state education.
On page 31 of the August edition of the BBC History magazine, Mervyn Benford writes that, in Britain, “it was the demands of industrialisation that made the government educate the masses” an interesting statement considering that the industrial revolution occurred before even the tiny government subsidy to education in 1833. Benford goes on to write that, in 1862, “just 1 in 20 children went to school” – an absurd statement of the sort that E.G. West exposed more than forty years ago in Education and the State.
An historian should not say to themselves “I will pretend that every child who has not been to school for X number of years, without a break, has never been to school”. This is ‘history’ as in “first there was darkness, but then the state moved into the darkness and said let there be light”. As Ludwig Von Mises (and many other people) have pointed out, it is not the most stupid students or the most lazy (not always the same people of course) who become collectivists – on the contrary it is often intelligent and hardworking students (whether children or adults), people who seek out knowledge.
For the wells of knowledge have been poisoned. The above is one example, but it is one example from a legion. A child or an adult who seeks knowledge from the media or the ‘education system’ is betrayed.
Overseas readers often scoff at my pessimism about the state we are in in Britain. Scoff may be the wrong word. Scoffing is now under close supervision:
David Ashley, headmaster of Greenslade primary, says that pupils who bring in packed lunches “are allowed chocolate on a biscuit but not a Mars bar”. If such sweeties are spotted, parents are called in for a quiet word.
At Charlton Manor primary, the head, Tim Baker, says: “Children get stickers for healthy boxes . . . If a child brings in a chocolate bar, we take it out of the lunchbox and give it back to the parent at the end of the day.” Pupils give each other away, he confides: “They say, ‘Miss, he’s got sweets in his box’.”
Perhaps the scariest thing about the article from which that comes is the vaguely approving tone. Here is information about what is being done, no questioning that it needs and should have government attention.
So I need to try hard to make this particular grammatical error far fewer often. I must write “less” on less occasions, and “fewer” fewer infrequently. It’s the fewest I can do. But realising precisely when to use “less” and when to use “fewer” remains fewer than obvious to me. Personally I blame my primary school teachers. If they’d wasted fewer time teaching me gorgeous italic handwriting (which is fewer than usefewer in this digital age) then I might have picked up more of the key rules of grammar instead. But one can’t improve one’s English unfewer one’s mistakes are identified. That’s why I’ve been much too carefewer on countfewer occasions in the past. Sorry, it’s all been mindfewer thoughtfewerness on my part. Bfewer you all for pointing out my linguistic reckfewerness. I recognise now that my writing has been fewer than perfect, and I’ve learnt my feweron. But don’t expect less mistakes overnight. Quite frankly I still couldn’t care fewer.
– diamond geezer
You know that this will result in less safety for the child, greater tyranny from ‘experts’ interfering in family life for any number of arbitrary reasons relating to targets ‘not met’ and could present the death-knell for home-schooling:
Changes being introduced since Victoria Climbie’s death from abuse include a £224 million database tracking all 12 million children in England and Wales from birth. The Government expects the programme to be operating within two years.
But critics say the electronic files will undermine family privacy and destroy the confidentiality of medical, social work and legal records.
Doctors, schools and the police will have to alert the database to a wide range of “concerns”. Two warning flags on a child’s record could start an investigation.
There will also be a system of targets and performance indicators for children’s development. Children’s services have been told to work together to make sure that targets are met.
This is the age of the database and the state loves them. Why does it love them? Because it reverses the roles of ruler and ruled in all matters. Dr. Eileen Munro of the London school of Economics begins to understand:
“They include consuming five portions of fruit and veg a day, which I am baffled how they will measure,” she said. “The country is moving from ‘parents are free to bring children up as they think best as long as they are not abusive or neglectful’ to a more coercive ‘parents must bring children up to conform to the state’s views of what is best’.”
How long before our children wear electronic tags for security and the monitoring of best practice, attendance at a state recognised school, and ironing out the anarchy that we used to call ‘play’?
The Libertarian Alliance is highlighting the disgraceful way Belgium has been trying to intimidate people who hold politically incorrect views. Put an article up that the powers-that-be do not like and they will order you to take it down or face prosecution. But then what can you expect from a country which simply bans established political parties they dislike?
Support the right to home school your children? Advocate the right to self-defence? Want to express your views about Islamic culture? Prepare to be criminalised by the Belgian state.
I had not heard about the Seattle Public Schools fiasco until I read about it on Natalie Solent’s blog. If, like me, you have not been keeping up with statist nonsense out of the Pacific North-West of the United States, the Seattle Public Schools administration defined cultural racism thusly:
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers…
Following much-merited riducule from bloggers and exposure in the media, the Seattle Public Schools district has beat a hasty retreat. However, we know that they will be back, with a similar sort of attempt to smear their political opponents.
Natalie Solent made the point:
The policy decision that “emphasizing individualism as opposed to a more collective ideology” constituted racism came to my ear like a little echo of the draft European Constitution: an attempt to build in a left-wing position without going to the trouble of arguing for it. Under this definition pretty any student daring to defend Republican ideas could have been accused of racism. And that was the idea. It was all about power.
So anyone that subscribes to an individualist philosphy of any kind is clearly on notice; left-wing statists will continue to try to use intellectual gymnastics like this to try to silence Republicans, libertarians, Conservatives or anyone else opposed to their agenda. The racist smear is ideal for this.
Part of the point of Samizdata.net is to counteract nonsense like this. on the sidebar it says what we are about:
A blog for people with a critically rational individualist perspective. We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous… lets see what is on the mind of the Samizdata people.
“developing the social individualist meta-context for the future” means, in part, creating an intellectual climate where nonsense like that peddled by the Seattle public schools board is treated with the laughable contempt that it deserves.
It is true that we have a long way to travel, but every day has its own task.
While reading about the Seattle Public Schools fiasco, I also spotted this op-ed by Andrew Coulson, who made a very good point about public education in general.
But this is still a free country. Thanks to our (ostensibly racist) regard for individual liberty, Seattle Public Schools board members and officials are free to adopt whatever definitions of racism they choose. It is inherently divisive, however, for an official government school system to promote one ideology over another.
Unfortunately, it is also unavoidable.
Whenever there is a single official school system for which everyone is compelled to pay, it results in endless battles over the content of that schooling. This pattern holds true across nations and across time. Think of our own recurrent battles over school prayer, the Pledge of Allegiance, the teaching of human origins, the selection and banning of textbooks and library books, dress codes, history standards, sex education, etc. Similar battles are fought over wearing Islamic headscarves in French public schools and over the National Curriculum in England.
There is an alternative: cultural détente through school choice.
Historically, societies have suffered far less conflict when families have been able to get the sort of education they deemed best for their own children without having to foist their preferences on their neighbors.
Some people fear that unfettered school choice would Balkanize our nation. Their concern is commendable but precisely backward. The chief source of education-related tensions is not diversity; it is compulsion. Why is there no cultural warfare over the diverse teachings of non-government schools? Because no one is forced to attend or pay for an independent school that violates their convictions.
Read the whole thing.
With a monopolistic provider, divided into a number of exam boards, and facing the requirement of meeting the targets set by the government, the A-level is no longer perceived as the de facto ‘gold standard’. Now that the anecdotal tales of remedial lessons in grammar for first year students, and bullet point answers, private schools are searching for alternatives:
One of the most damning criticisms is that pupils can gain top grades in the exams by providing only “bite-sized” paragraphs of information or bullet points.
A grade has risen to 22.8 per cent, up from 11.9 per cent in 1991.
Some questions even tell candidates what they should mention in their answer. For instance, an English literature A-level question from a 2003 paper, in which pupils are asked to comment on a passage in Othello, goes on to say “in the course of your answer, look closely at the language, tone and imagery of the dialogue and comment on what the passage suggests about attitudes to Othello.”
A group of private schools and Cambridge Universities International Examinations are constructing a new exam, the Pre-U, based upon stronger syllabi and ensuring academic rigour through the teaching of essay techniques. The centralised state sector is unable to innovate and set up a new examination system due to the demands of the government for greater control over the education system. They can prevent students stuck with state schooling from participating in dangerous ‘improvements’:
While the Pre-U will be available to state schools, they will effectively be barred from taking it up because it is unlikely to be included on the Government’s list of accredited qualifications.
Some state schools already complain bitterly that they cannot offer international GCSEs, which many believe are superior to normal GCSEs because they do not include coursework.
However, this new examination has stirred the civil servants to lift a pencil:
The criticism has led the Government to consider including tougher questions in A-level papers as part of its secondary education reforms, from 2008.
Would it not be a fitting amendment for the Tory party to champion the freedom to choose examinations, either at a parental or at school level? Perhaps, if the majority of parents vote for the ‘Pre-U’ or International GCSEs, the school should be forced to honour their wishes.
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Who Are We? The Samizdata people are a bunch of sinister and heavily armed globalist illuminati who seek to infect the entire world with the values of personal liberty and several property. Amongst our many crimes is a sense of humour and the intermittent use of British spelling.
We are also a varied group made up of social individualists, classical liberals, whigs, libertarians, extropians, futurists, ‘Porcupines’, Karl Popper fetishists, recovering neo-conservatives, crazed Ayn Rand worshipers, over-caffeinated Virginia Postrel devotees, witty Frédéric Bastiat wannabes, cypherpunks, minarchists, kritarchists and wild-eyed anarcho-capitalists from Britain, North America, Australia and Europe.
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