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Who do you reckon wrote this?
But the truth is that a university degree is not the best educational attainment for the majority of people. Most jobs do not require such a level of education, although I firmly believe that education should not just be about what job you get. But for many, a university education provides little in terms of other personal development. Joining the job market earlier, or learning vocational skills, could be much more beneficial to the individual and society as a whole. Becoming a plumber or a butcher, rather than a teacher, is now a job with real security.
Some ghastly Conservative, talking sense of a sort, but doing it in that voice that we all hate and the memory of which still keeps the Conservatives in the bucket market unelectable, the one that goes: “Thanks to my hard-work and all-round merit I have reached the pinnacle of human achievement and am now a smarmy back-bench Conservative MP with ministerial ambitions.” Right? Certainly right as in not left.
Let us read on:
I know this is a case that many may find unpalatable, but we must recognise that the striving for equality should not blind us to the fact that we are different. We cannot all be a concert pianist, or a David Beckham. In the same way, a university education does not suit everyone.
→ Continue reading: Higher education debates
I’ve already linked to this amazing Guardian article from my Education Blog, but it deserves wider blog-reader notice than that.
Sandra Thompson was used to her son’s weekend rhythm – the immediate relaxation and laughter of Friday afternoons, the dark mood that descended every Sunday as another week loomed. “With the first mention of school, Thomas must have had the same thoughts – are they going to be at the bus stop, are they going to get me today, do I have enough money on me to cover what they take?
He should have been out of there.
Mother and grandmother offer a picture of a boy whose main problem seems to have been his inability to behave like a child. “He loved being one-to-one with adults,” says Sandra. “He loved to have conversations, but you couldn’t talk about something silly. He always wanted to know adult stuff, and sometimes I didn’t have the answers. He was constantly asking about the war with Iraq, and wanting to know the ins and outs of what countries had been attacked in the past. He always wanted to know what it was like to be older. He couldn’t wait to learn to drive, get his own place, go to college, make his fortune.”
So why the hell did he have to wait? Okay, I will give you the driving, but why not his own fortune, his own place, his own life?
While waiting about to make his fortune and start his life, he filled in time by going to anti-Iraq-war demos. He was pretty good at that apparently.
This is the bit that made me most angry about being a member of this pathetic dim-witted species of ours.
In his final report, the headteacher of his primary school described Thomas as one of the most courageous boys he’d ever met because of the years of bullying he’d survived.
What is so depressing is the sense you get from all the adults who presided over this disaster that there was simply nothing they could do about it. “He couldn’t crack it in school.” And I couldn’t crack it when I tried to make it in the building trade half a lifetime ago. As soon as I realised I was hopeless at doing building I stopped doing it, and did something else. It really wasn’t a difficult decision to make.
Here’s this teacher, the Head of his School no less, and he is well aware that this poor kid is being driven crazy, but what could he do? Birds gotta fly. Fish gotta swim. And boys gotta go to school, no matter how completely horrible it is for them.
No.
More than 200 mourners packed St Paul’s Church, Wirral, to say goodbye to Thomas Thompson, many of them children. By the day after the funeral, Sandra had received so many cards that she had to display some of them on the floor around the mantelpiece. “He was a lovely lad,” says his grandmother, “and he touched a lot of people’s hearts.”
So why the hell didn’t they do something to help the poor kid while he was still alive?
I have to force myself to be sympathetic to mother, because frankly, it doesn’t come very naturally to me.
Her eyes get wet. “It’s hard. You’re empty. There are no words to describe it. You start asking yourself all sorts of questions. Were you a good parent? Did you do everything you possibly could have done? Should you have bypassed his decision and gone up to the school? But how would you ever have let him grow up if you’d done that? You go round in a circle – if only, what if? You do live through but the one thing that you can never get over is that you’ll never see him again in this life.”
You were a bad parent. You didn’t do anything like all that was possible. You shouldn’t just have “gone up to the school”, you should have yanked him out of there. And any world which didn’ t tell you that loud and clear is crazy.
A little boy called Arran Fernandez that’s who. This lad is clever enough to have caught the attention of the UK Times [No link – you know the drill]:
A BOY of eight has become the youngest person to receive an A at GCSE.
‘A’ is the top grade and the GCSE is a national examination paper for pupils of age sixteen.
As pupils across the country received their results, Arran Fernandez, from Surrey, celebrated the grade awarded for a mathematics paper that he took when he was 7 years and 11 months. Only 32 per cent of candidates – most considerably older – reach the same standard.
So little Arran must be the brainiest kid in his school, right? Wrong. Because little Arran doesn’t go to ‘school’ at all:
Arran, who is also the youngest person to pass a GCSE at any grade – a D in the subject when he was five – is educated at home by his parents, Neil and Hilde.
Another successful product of Britain’s small, but growing, home-school movement, I’d say.
His father, Neil, a political economist who achieved a grade A at O level maths when he was 13, is evangelical about the benefits of home tutoring.
“I believe that every child could do this, given the right encouragement,” he said. “Why are children held back in their earliest years? And why are parents, who are their best educators, discouraged from realising and exercising their ability to teach?”
Because so many generations of parents assigned those abilities over to the state, doubtless believing that the state would do a better job of it. That same state is likely to respond to the increasingly successful reclamation by trying to put a stop to it.
Following on from Mr Carr’s education piece, earlier in the week, comes further ‘pragmatic’ news from the UK’s Qualifications and Curriculum Authority.
In a bid to make the UK’s A-level mathematics courses more ‘accessible’, this august and incorruptible State body has announced it will be making the subject even ‘easier’. Is this possible? And please don’t laugh at the next bit, it’s really not funny. To study it, you won’t even need to have studied elementary algebra, beforehand. Yep, you heard that right.
No doubt the honest government which rules us won’t then take the increased grades, which they hope will result from this heavyweight dumbing-down operation, and use them to promote how effective their education policies have been? Yeah, right.
Is the UK the only country in the world in which even Homer Simpson could get an A* grade, in a higher education mathematics qualification? Maybe, not this year. But give them a chance. I’m sure they’ll get there eventually. Everyone must have prizes.
In the meantime, the poisoned A-level gold standard is going the same way as the Pound Sterling gold standard, i.e. straight down the pan to get the UK government off the hook of its own continuing failure. Expect all private schools to abandon A-levels, entirely, within the next few years, to replace them with the International Baccalaureate. A-levels will then become purely the concern of the State system, which will suit the State admirably, as they’ll be able to inflate their achievements to levels of magnificence previously undreamed of, without any reference required to any kind of external reality. What a banana.
So as I gaze lovingly at my A-level certificate, up there on the wall, I wonder if now is not the time to replace it with a small poster of Kylie Minogue, in the hope that when she visits she’ll be much more impressed. I should be so lucky.
We all know the old saying: there’s lies, then there’s damnable lies and and there’s government education statistics:
Leading independent schools are preparing to abandon GCSE, one of the central props of the Government’s tottering exam system.
Pupils at leading schools commonly take 12 subjects, many of them a year early, and up to 90 per cent of the papers are graded A* or A.
“It’s like Boy Scouts collecting badges,” said Tony Little, who has just completed his first year as head of Eton. “One has to ask what the educational value of it is.”
Methinks that Mr.Little is being polite. I suspect that what he really wants to say is that an exam system that is so ‘dumbed-down’ as to ensure that virtually nobody fails is about as much practical use as a chocolate teapot. Handing every schoolchild lots of certificates to wave around doesn’t mean that they have actually been educated.
The elite schools’ decision to break ranks without waiting to see the details of the Government’s plan to replace GCSE and A-levels with a national diploma will alarm Charles Clarke, the Education Secretary.
It suggests the schools have no faith in the Government’s claim that academic standards will be protected from further debasement.
And they are right not to have any faith because the government is not concerned about education it is merely anxious to present lots of impressive statistics in order to convince everyone (including themselves) that children are being educated instead of merely processed. This isn’t education it’s a puppet show.
However, it is difficult to hide the sordid truth from the people whose business it is to actually help young people learn lots of things and it is gratifying to witness some of them breaking rank. Hopefully this is the start of a trend as people who truly value education begin to realise that it is far too important and precious to be left to the government.
In Does Education Matter? Alison Wolf attacks, tin the words of the book’s subtitle, “myths about education and economic growth”. Here are a few paragraphs from the Introduction:
From the premise that a full-blown ‘knowledge economy’ is arriving now on our doorsteps, it is easy to slip into prescribing more and more of the raw material which apparently makes this possible: education. And of course it would be stupid to deny that education is central to any modern economy. Imagine the UK today – or the USA, or Greece, japan, Brazil – being run by a population. which is more than go per cent illiterate – the level of eleventh-century England.’ Imagine Microsoft or British Aerospace research and development in the hands of people all of whom had left school after only a primary-school education, or a drug industry dependent on people whose academic training was the intermingled science and alchemy of Newton’s day. Who could doubt that education matters?
But what doesn’t follow is that vast amounts of public. spending on education have been the key determinant of how rich we are today. Nor is it obvious that they will decide how much richer, or poorer, we will be tomorrow. The simple one-way relationship which so entrances our politicians and commentators – education spending in, economic growth out – simply doesn’t exist. Moreover, the larger and more complex the education sector, the less obvious any links to productivity become. Developed countries have now moved well beyond providing basic education. for all, and instead spend more and more on higher education, technical provision, vocational programmes, and adult training.
These are my main subject matter, for they are also the main recent targets of government policies inspired by ambitions for growth. Unfortunately, while an overwhelmingly strong case can be made for the state’s responsibilities in basic education – and, indeed, for the latter’s economic importance – not one of these newer enthusiasms deserves any such.accolade.
Alison Wolf
I did a posting yesterday at my Education Blog about a suggestion for a more “free market” approach to Britain’s examination system. It is of course not a suggestion for a real free market, merely for a centrally licensed franchise system.
Anyway, this comment appeared today about this, which gives an excellent if anecdotal feel for the state of education in Britain now:
A friend of mine (source protection here) was asked to mark double the usual amount of scripts this year because that particular exam did not have enough markers. That’s 400 scripts in about 4 weeks.
Reasons for the lack of recruits: a) the markers are paid peanuts b) it’s just at the beginning of the summer holidays, and most teachers would rather have a rest than do even more marking c) teaching is such a depressing business to be in at the moment that many of the sparkiest – who would make competent examiners – are getting the hell out.
Exam board solutions:
This year they offered to pay schools for supply cover so that instead of teaching, examiner-teachers could spend school time marking scripts. Not surprisingly, the take-up was small.
Gossip from my anonymous friend: exam boards are considering making a deal with schools whereby if the school wants to sit that board’s exams, they’ll have to supply n teachers to mark them.
I can’t wait to see it all implode, necessitating some market solutions rather than this government-sponsored-shoe-string job.
My worry is that the “market solutions” they resort to will, like that proposed “free market” exam franchising system, not be real market solutions. The government will stay totally in command of the curriculum, and the “free market” will just be another more complicated way to pay state hirelings.
A real free market in exams would mean competing curricula, competing exams to examine mastery of said curricula, and teachers, parents, pupils and employers organising, advising and choosing at will, to suit themselves and their various ambitions and purposes. The government’s job would be to stay out of it all, while every so often making the occasional discouraging remark about how education is over-rated and that it prefers ignorance, especially for children, thereby giving the adults who are organising everything the confidence that the government would continue to stay out of everything, and thereby getting the kids all excited about it.
Dream on Brian. Which is what I am for, I suppose.
What with termination of the Iraqi regime, George Bush in the Whitehouse, Bersluconi bestriding Europe and internecine war between the Labour government and the BBC, the editors of the Guardian must be scratching around urgently for some news they can celebrate.
They have finally found some: the emergence of the next generation of guardianistas:
The public sector is now the most popular choice of employer for graduates, new research revealed today.
In a Mori poll, 32% of students said they would like to work for a public sector organisation – ahead of blue chip companies and small to medium enterprises.
On the face of it, the revelation that nearly a third of graduates want to devote their lives to consuming taxes and finding ever-more bizarre ways to spend other people’s money, should be somewhat alarming. But maybe it is simply a doleful recognition that the private sector has little use for people who have spent three or four years immersed in ‘Gay Studies’ or the ‘History of Yoghurt’.
I suspect the real culprit here is the addle-brained article of faith for our political elites that lack of personal achievement is inextricably linked to feelings of self-esteem, especially the self-esteem that grows from having ‘qualifications’ regardless of how bogus they might actually be. It was this conviction that led to an explosion of state-backed ‘universities’ which tossed out potemkin qualifications like Palestinian candy.
The result, however, is no an upgrading of people but rather a downgrading of education to the point where image of a ‘graduate’ as a steely-witted young go-getter has been reduced to a laughable myth.
Graduate Prospects’ chief executive, Mike Hill, said: “The public sector has a great deal to offer young graduates looking for their first job, not least working conditions that often mean a better balanced life. This can include flexible hours, home-working, job-share and better holidays.
And that, for me, is the ‘money’ quote. Isn’t the term ‘better balanced life’ really a polite euphamsim for ‘easy ride’? Perhaps these prospective graduates have lost none of the survival instincts they were born with and are unwilling to undergo the rigours of the private sector that they know will shred their fragile intellects. Hence, find me a sinecure and find it quick.
“In addition, many graduates want to feel they are doing something good for society in their work. Research by the audit commission found that wanting to have a positive effect on people’s lives was the main reason why staff chose the public sector. That makes it an attractive option for graduates.”
As if we need a bigger army of Diversity Development Outreach Co-ordinators in order to set off the harmful effects on society of all those greedy people who devote their lives to the selfish pursuits of trade, innovation and enterprise.
I am willing to wager that it is the highly selfish pursuit of soft options and not sham altruism which is lying at the root of this new trend. But, let’s face it, the alleged desire to ‘do good for society’ sounds a lot more like the kind of thing that the paladins of the education establishment want to hear. But that is still a problem because clearly the education establishment is committed to pushing this message to its charges and, for as long as that is still happening, then the assembled forced of reason have a long march ahead of them.
Steve Sailer is a name I hear now and again, every few weeks, but I know very little about the guy. Someone commented on this, which I wrote last night (about men wearing their shirts outside their trousers), to the effect that Sailer had something to say about this, about a week ago, that was relevant. I couldn’t find it, but I did find this 1995 piece about the nuances of why race relations in the US army are so much better than race relations in US colleges.
It’s no surprise to me that treating people in a totally meritocratic way, regardless of race, makes for better inter-ethnic relations, or that armies can’t allow inter-ethnic rivalries to build up in the ranks, so they don’t. So it was another less than completely obvious idea that I found striking in this piece, which is that the way for an unpopular racial or ethnic group to make an admired impact on the wider society is for it to concentrate and conquer niches rather than disperse and try to do well across the board. Sailer’s point is that academic racial preference policies undermine (to name but one of their many drawbacks) this benign process, by over-dispersing the group supposedly being helped. → Continue reading: Niche achievement versus dispersed failure – Steve Sailer (and me) on race relations
My boredom with eating sandwiches or salad for lunch encouraged me to visit the ready-meal section of Tesco today. The result was lasagne. As it cooked at work, one of my colleages commented on how good it smelt. I realised there was a positive externality created by cooking the meal, so I suggested to the office that they should pay me for the pleasure they were receiving.
I had no takers. Had I pushed them, they might have argued that, while the smell was enjoyable, they had not consented to it and therefore had no obligation to pay for it. They might also have pointed out that although the smell was nice, I would be getting the real benefit (the eating part).
In this example, it can be seen that charging people to receive a positive externality is unfair and absurd. Yet this is exactly the argument many people use in favour of taxpayer-funded university courses. This argument, out of all the arguments for scrapping tuition fees, is the worst.
Two comments have appeared on a long ago posting of mine here about the menace to Western Civilisation posed by people dropping chewing gum all over the damn place.
Comment 1:
i like chewing on gum^^ It should have neva been banned!!! I feel sooooo sorry for the singaporeans….owell beta get on wiv my english assignment nowz…byebye 🙂
Lana
Comment 2:
Hi its me again (Lana) if anyone noes any interesting facts about Singapore then can u plz email me qt_mashi@hotmail.com, bcuz this is for my english assignment and its very important THANK YOU 🙂
Lana
You know what? Lana likes chewing gum, and I like her. She has her own individual take on English spelling, although maybe it’s her whole generation and they all spell because bcuz. But, she seems to be able to spell in the regular manner when she wants to (“any interesting facts about Singapore”) or when she is forgetting not to, plus she has a nice ingratiating manner and understands the value of a smile. I think she should be encouraged.
So, if anyone has any interesting facts about Singapore, please email them to her.
Those pleased that the Office of Fair Trading is investigating Britain’s top private schools definitely deserve a detention. Fines, if issued, would be worse for parents than the alleged crime.
The crime is that the top private schools run a cartel which conspires to raise the price of tuition. But since there is more demand for places as these schools than supply, meaning the price is below the market-clearing price, the allegation is quite obvious nonsense. As last week’s Economist pointed out:
Some of them think they could raise their fees by 50% and still fill all their places with the children of the super-rich. Headteachers don’t want to do that because it would weaken their claim to charitable status and limit their ability to select the cleverest children and thus get the best results. So if they have been colluding, it may be to keep the fees down, not up.
But even if private schools have been colluding to raise prices, a fine would not be justified. Private schools are non-profit distributing charities, and if they have more money, they employ more teachers and build better sports facilities. How does taking a school’s cash and giving it to HM Treasury benefit the parents?
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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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