It’s… Michael Gove’s Flying Circus

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A prototype GoveAir flying machine: ‘No frills, no fun, just facts’

All Change Please! has learnt that GoveAir‘s CEO has announced plans to introduce a new fleet of ‘Back to Basics’ 21st Century flying machines, based on a random pick-and-mix assemblage of components from different countries across the world.  However, it remains to see if the idea will ever actually take-off.

The Heath Robinson-influenced specifications were drawn up over the weekend by a group of representatives from various passenger organisations and focus groups, and include the general requirements for important things such as wings, windows and seats, though it is thought these may eventually be red-penned by the CEO. To keep costs down further, curved surfaces or indents will not be allowed, and this will also apparently help ensure architects and designers don’t get any richer than they already are. Existing pilots, more used to flying modern so-called progressive planes, will be re-trained on Spitfires from the 1950s.

At the same time, flight times will be extended to last a whole day, and pilots’ holidays reduced. They will also be required to take on extra administrative duties, including collecting ticket money and refuelling the planes.

Pilots are naturally bitterly opposed to the plans and are likely to join rival airline marxyJet. According to GoveAir, this will fit in well with their plans to introduce easily re-programmable robot pilots over the next five years.

Controversially the Nation’s children will be expected to be on-board during the test flights. The CEO of GoveAir explained:

“Things have changed since the 19th century, and parents are just too busy now to look after their own children. And with the current completely unforeseen demand for extra school places it will help reduce the need for new school buildings. We also feel it is important to bring more rigour into flying, and to encourage youngsters to become pilots themselves we will be sending a letter of encouragement to all those who manage to survive the experience.  Of course, it would have been much simpler to rely on updating the current design of airplanes which has been successfully evolving over many years, but where’s the Daily Mail headline in that?”

Were you there at the time? Are you happy for your child to fly with Gove Air? Please send us your comments and experiences…

Facts contained in this post loosely based on the following sources:

http://www.bbc.co.uk/news/education-22202694

http://www.guardian.co.uk/education/2013/apr/17/teachers-more-clerical-work-review

http://www.telegraph.co.uk/education/educationnews/10004236/Ministers-urging-more-bright-pupils-to-apply-to-university.html

http://www.guardian.co.uk/artanddesign/shortcuts/2012/oct/02/michel-goves-war-on-architecture-curves

http://www.guardian.co.uk/local-government-network/2013/apr/10/rising-demand-school-places
http://www.thedailymash.co.uk/politics/gove-fun-is-a-relic-of-history-2013041966164

Image credit: Flickr Redteam http://www.flickr.com/photos/redteam/267389212

The Campaign For Real 21st Century Education

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So what’s the problem? You can always buy the skills you need on Amazon…

Now one could be forgiven for thinking that schools across the country are busy putting away their toys and girding themselves up for a major onslaught of facts to throw at their poor unsuspecting students who, at least up to now, had found their education to have been of at least some interest and relevance. And while some schools are probably doing just that, there’s a growing underground resistance movement of teachers who are preparing themselves, or rather their students, for what are secretly known as ‘21st Century Skills‘ which are to be delivered using ‘21st Century Technology‘ through a mysterious process known as ‘21st Century Learning‘. And when Herr Gove finally surrenders and realises that he can’t win the war without any troops behind him, there’s a strong possibility that the resistance movement will emerge victorious and schools will start to move forward again.

But what exactly are these 21st Century Technologies, Skills and Learning of which they speak? A simple enough question indeed, but not so simple to answer. Well the first bit – 21st Century Technology – is relatively easy in that it’s widely taken to refer to the use of computers and the internet, even though it does not necessarily follow that the technology is being used to deliver appropriate 21st Century learning and skills – but we’ll save that discussion for a later post.  However what there definitely isn’t is a single, nicely defined, commonly agreed, all cleverly packaged-up in a box designed by Apple statement as to what what 21st Century Skills and Learning actually are. Here therefore is:

All Change Please!s Beginners’ Guide to a Real 21st Century Education

First, one of the most common classifications of 21st Century Skills builds on the 3Rs by adding the 4Cs:

• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovation

All Change Please! can’t help having a slight issue with the first of these however, in that critical thinking and problem-solving, while related, should be separated – problem-solving needs to be more closely linked to creativity. And then there’s the ‘I’ word – Innovation, which is often associated with creativity without any clear understanding of the difference between the two, and in reality has more to do with business practice.

Meanwhile abandoning the simplicity of the 4C’s, in this account here we see the welcome addition of Information Literacy and Responsible Citizenship to the list (Surely Citizenship is by definition responsible? Discuss.)  Hmm, with a bit of re-writing we could have a more memorable and marketable different set of 5Cs: Critical thinking, Communication and Information literacy, Collaboration, Creativity and problem-solving, Citizenship.

And here’s another approach:
Ways of thinking: Creativity, critical thinking, problem-solving, decision-making and learning
Ways of working: Communication and collaboration
Tools for working: Information and communications technology (ICT) and information literacy
Skills for living in the world: Citizenship, life and career, and personal and social responsibility

which has further evolved into:
Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.
ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.

And how about this account of 21st Century Learning?:

‘Equally important to 21st century learning is the application of learning science research and principles to learning methods and the design of learning activities, projects, assessments and environments. Principles of effective learning important to 21st century education practitioners include:

Authentic learning – learning from real world problems and questions
Mental model building – using physical and virtual models to refine understanding
Internal motivation – identifying and employing positive emotional connections in learning
Multimodal learning – applying multiple learning methods for diverse learning styles
Social learning – using the power of social interaction to improve learning impact
International learning – using the world around you to improve teaching and learning skills’.

All good stuff of course, and just a small sample of the wide range of indicators that 21st century learning is, or isn’t, taking place in a learning organisation. However, as All Change Please! has discussed before in 21st Century Schizoid Learning, most of these skills and approaches to learning were being explored back in the 1970s and 80s and so perhaps should more appropriately be called ‘End of the 20th Century‘ skills and learning – what schools should have been delivering from around 1975 to the turn of the millennium.

In the first decade of the 21st century a number of significant things have emerged. First, the advent of rapid change (predicted in Alvin Toffler’s FutureShock in 1973) is finally coming to pass: organisations and companies – and indeed educational establishments –  now need to be able to respond to changing needs and markets with new products and services potentially within around six months. For All Change Please! then, one of the essential things missing from so-called 21st Education is the notion of helping children learn how to deal with rapid, discontinuous and unpredictable change.

Secondly the impact of the internet has become a widespread disruptive force, changing the behaviours of the mass-population through social and commercial media. Although hinted at in some of of the accounts above, ‘media literacy’ (ie how digital content is produced, manipulated and distributed – and how to create it yourself) also needs to be a major priority.

And there does not appear to be any mention of the concept of Lifelong learning? At the same time there remains a need to completely redefine what might be considered as ‘basic’ knowledge, distinguishing between the grasp of essential underlying concepts and the facts that can now be easily found on the internet. And another thing – again something being anticipated back in the 1960s and 70s (and All Change Please! should know as it was there at the time) – are the 3Rs of Sustainability: Recycle, Re-use and Reduce. Ever read the Waste Makers?

So All Change Please!’s Campaign For Real 21st Century Education includes the need for:
• critical thinking
• creative, active, open-ended problem solving
• collaboration and competition
• flexibility in response to rapid, unpredictable change
• digital media / technological literacy
• initiating sustainable change
• 21st century knowledge
• learning how to learn for oneself

And finally something else that is still far from being a 21st Century solution is the process of the assessment and examination of learning which appears to be regressing into little more than a series of electronically generated and scored knowledge-based multiple-choice questions and answers. Only the e-scape project seems to offer a vision of completely new approaches to processes of assessment that utilise emerging technologies, rather than simply seeking to automate the old ones. Just as business now needs to rapidly respond to emerging fast-changing markets in an agile way, so does educational assessment. The model of developing a pre-specified, fixed course and final examination that takes five or so years to write, get approval for, publish, give schools adequate time to prepare for, and then commence delivering a two year course is no longer appropriate. A more flexible approach is now needed that is capable of responding much more quickly to learning emerging knowledge and skills, using computer technology to create new forms of examination or validation of what has been learnt, rather than what was specified to be learnt many years previously.

The sad fact is, despite having had more than 30 years to get ready for the challenges ahead, we’re still totally unprepared for the opportunities and threats of living in the 21st Century.

And finally, here are some people who for some strange reason don’t seem to agree with any of the above!

Michael Gove’s planned national curriculum is designed to renew teaching as a vocation
http://blogs.spectator.co.uk/coffeehouse/2013/04/michael-goves-planned-national-curriculum-is-designed-to-renew-teaching-as-a-vocation/

The philistines have taken over the classroom | Frank Furedi | spiked

http://www.spiked-online.com/site/article/13497/

Pass Notes: There’s no business like…

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In this post All Change Please! turns its attention to another important school subject to see how it fares in the proposed new draft National Curriculum.

Ah, finally – Business and Economics. That’s one of the most popular subjects students study at university isn’t it?

Yes, by quite a big margin – nearly twice as many as History.

And absolutely vital to the nation’s future growth and prosperity. So I suppose you”ll be telling me that the DfE has included some daft content inappropriately placed in the wrong key stages and written in a way that relates more to business practices of the 1950’s?

Errr, no I won’t be actually.

You mean they’ve managed to get this one right? That’s a turn up for the textbooks.

Well, no, not really. You see, Business and Economics is not part of the National Curriculum at all.

What? So let’s get this straight. Business and Economics is the most popular university subject, and the basis of the future economic success of the country, and we don’t teach our children anything about it at all while at school?

Yes, you’ve got it one.

Ah, well, I suppose it could be argued that we have such well organised management systems and a highly motivated workforce that the basic principles do not really needed to be introduced in schools.

Well you could argue that but in most cases you’d be wrong. Just the other day I heard about someone who works for a leading UK global company. He’s very good at bringing in new clients, but the problem is that this means more work for the delivery team, so they’ve just got rid of him. And then I know a manager of a small business who can’t manage to recruit employees with a good work ethic – it seems they just want to do the least they can get away with, without realising that unless they all work together to help build the business and keep it going, they will soon be out of a job. At the same time too many business are running on out-moded management and administrative structures, and are likely to fail in the next five to ten years unless they completely transform their culture. And do you really think the current economy is being well-handled by the government? So there is definitely an absolutely essential need for children to understand how businesses work, how money is made and lost, and that teamwork and collaboration are essential.

So why aren’t business leaders making more of a fuss?

That’s a very good question. At least Sir Richard Branson managed to express his concerns last week and revealed his usual insightful grasp of the situation when he said:  “Some of the things people study at school are not particularly relevant for when they actually leave school.”

Gosh. Next I suppose you’ll be telling me there is no media studies to give children at least some insight into the way in which the information they consume is created, manipulated and distributed, and no engineering on the curriculum either, despite the fact that engineering is one of the priority professions for UK immigration.

Yes, you guessed it!

Talking of which, I hear chicken sexing is another of the priority professions for immigrants. No chance of that being included in the National Curriculum I suppose?

Well, I expect they could probably find some space for it in D&T…

Do say:  Mind your own business.

Don’t say:  Pass the Branson Pickle, would you?

And finally,  if you haven’t already done so, don’t forget that your country needs you to vote for your least favourite subject in the Grand National Curriculum Consultation competition. The bookies have History as odds on to win, with D&T coming up quickly on the rails. Let’s just hope that Secretary of State ridden by Michael Gove out of Government falls at the first and has to be inhumanely put down. Talking of whom, if you’ve not seen it yet, this is worth a watch…  http://www.goveversusreality.com/

 

Image credit: http://pixabay.com/en/arrow-business-crisis-decline-15630/