Transcript Document
The new comprehensive ideal. How can sixth form colleges be part of it? Prof. Ken Spours Institute of Education University of London The comprehensive ideal: an unfinished project • Comprehensive education as a partially fulfilled ideal – no iconic 1948 NHS moment • 1960s/70s - Focus on the ‘common school’ but – co-existed with selective education – no comprehensive curriculum or qualifications system – not extended to post-16 education or lifelong learning • The comprehensive experiment faded and education system conservatively modernised in the following three decades • The comprehensive ideal became practiced by particular schools and colleges. The new context: different responses to globalisation • Globalisation and ‘New Times’ – changes in economic production and work organisation; the Web, communication revolution, digitisation and social networking; climate change, new global challenges and greater sense of inter-dependency • Three models of reform – (1) Anglo Saxon; (2) Pacific and (3) Nordic - the Coalition is trying to merge 1 and 2 • Coalition approach – marketisation/privatisation and authoritarian approach to learning (traditional knowledge/didactic pedagogy) Problems facing young people: education alone not the answer • Young people as the ‘new poor’ – debt, unemployment and exclusion from the property ladder • The social recession and mental health issues • A crisis of opportunity and an uncertain future • This requires a new comprehensive approach which is economic, social, educational that has at its centre the ideal of ‘inter-generational justice’ What type of economic, societal & educational modernisation? ‘Hour glass’ or ‘social’ economy? Divided/narrow or unified/expansiv e 14-19 system? 5 Comprehensive economic, social & educational strategy Social vision – elite or inclusive? The new comprehensive ideal 1. The centrality of values – fairness, democracy, sustainability, wellbeing and creativity – and that everyone is ‘educable’ 2. A new curriculum – core knowledge; research skills; people skills and new challenges – a modern baccalaureate approach 3. Comprehensive area-based organisation – educating institutional togetherness and collaboration 4. An expansive professionalism – triple approach of professional knowledge; pedagogic skills and ability to work across boundaries 5. Closer integration of education, working life and communities –vocational education, linked to economic and social opportunities What makes a comprehensive college? • Commitment to inclusion, social justice and educability • Distributed leadership – everyone feels ownership and exercises initiative • ‘Vocational expertise’, good teaching and the organisation of effective learning • Centrality of progression – do we need a ‘ramp’ rather than steps? • Wider challenges to build student social capital (B7?) • Commitment to continuous professional learning communities of practice • Working with employers; higher education and wider social partners – increasing economic and social opportunity