Recent comments by staff at Oxford University on the (perceived) shortcomings of candidates for higher education courses cannot be dismissed as solely the port-sodden ruminations of bewhiskered professors!
The heart of the matter is as follows: schooling in the United Kingdom seems to have become solely a pursuit of 'good' grades intended to provide entrance to a top university and thus lead to a degree and a 'good job'. What is missing here is the crucial element of the fostering of intellectual curiosity leading to further exploration of the cultural heritage of mankind.
We can all provide anecdotal evidence of so-called good schools which provide revision classes outwith hours where teachers are expected to attend and offer tuition with past papers etc. There are also many ‘access initiatives’ which offer similar services to children from other types of schools. All of these schools are playing by the rules of a system which has a narrow focus on results and accountability.
A similar issue arises in the classroom and perhaps it is time to address deeper issues regarding the planning of lessons. For example, are we prepared to question the validity of schemes of work - both in schools and in HE institutions - which are driven by complex ladders of intended learning outcomes and associated success criteria? Do these criteria serve as signposts to wider learning or do they confine teaching and learning to narrow and measurable objectives?
It might be time to return to the brief essay /exam question - without layers of success criteria - such as:
'Explore the value of education today.'
'Schooling can provide opportunities for education. Discuss.'
The debate continues.
