Some days ago, The (soon to be ex-) Independent reported on the latest University Technical College to open. Based in West Bromwich, it specialises in preparing pupils for work in the health sector. I was never a fan of Kenneth Baker when he was education secretary, but I agree with the Indy’s report, that sometimes people’s best work is not done at the highest-profile times of their lives.
In this case, Baker has delivered something I’ve argued we desperately need in this country, namely high-quality vocational education for those of that inclination. Unlike many other British attempts at vocational education, UTC’s feel like something solid.
While the article claims that ‘other western countries’ (namely the U.S.) don’t push their young people into anything this specialised as young as fourteen, I think this is misleading. Plenty of our nearest neighbours, notably Germany and Switzerland have had technical schools for 14-19 year-olds for decades, and I think it is no coincidence that their recent industrial and commercial reputation is superior to ours.
While we should perhaps ignore the quotes from pupils “not regretting the choice” (as they haven’t had the chance to make a comparison), the impressive employability figures of earlier UTC’s seems to support the claims being made for them.
The longer I teach, and currently witnessing a changing pupil profile, the more I become convinced that we should be offering a large proportion of young people something radically different. It is worth noting that UTCs do offer ‘A’ Levels and a route to university, so it is not a matter of being intellectually second-rate. But an increasing number of the children I encounter seem to struggle with traditional academic demands and perhaps more significantly appear to perceive little value in what people like me can teach them. Perhaps it is time to accept the reality, that the majority of people will never be greatly academic, and do something different. And of course, that way, those who do prefer the traditional academic route could be left to pursue it without the drag caused by those who don’t want to be there. There are currently 39 UTCs, but in my opinion we should have one, or something like them, in every town.
But conventional schools are often refusing to co-operate:
Most of the students had also been urged by their schools not to make the switch. Last week it was revealed most secondary schools had closed their doors to the UTC movement and refused to allow it to address their pupils about what opportunities were on offer.
So once again educational vested interests take precedence over a development that may be in the genuine best interests of some young people. Although there are plans for more UTCs, what I don’t understand is why this is being done piecemeal rather than as a coherent national strategy – or why other schools are being allowed to boycott them in this way. All for the benefit of the children, of course.
In other news, it is pleasing to see the Schools Minister Nick Gibb echoing traditionalist views that education should celebrate the fascination of knowledge rather than dispensing “joyless processes”. I wonder if he read my recent pieces on the tedium of hoop-jumping education.
It’s a short leap from there to the admission for teachers’ organisations that A Level student’s predicted grades are being inflated under pressure from students, parents and (sometimes) school managements. When one’s performance is all that matters, and the stakes for getting it wrong are so high, just why are we surprised? All in all, it’s what you get if you treat education as little more than a pre-packaged commodity.