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NSC Home Page > EUAS Contents > Changes and trends in education
EDUCATION
Changes and trends in education
Introduction
Almost every aspect of primary and secondary education has changed since 1990. In the early period, innovations mainly related to funding and management regimes, and regular amendments to the National Curriculum. Since 1997, the emphasis has been much more on the curriculum content and an on the examination/qualification structure.Overall, the opportunities for establishing curriculum-related quarry industry linkages, have changed little over the last six years or so, (with the notable exceptions of the recent strength accorded to Education for Sustainable Development - (ESD), and Citizenship.
However, there have (a) been some significant changes of emphasis between subjects, most notably the raising of the status of basic literacy and numeracy (particularly in Key stages 1 and 2); (b) been switches of topics not only within science but between subjects, notably science and geography, (c) been new subjects introduced which in part cover new ground, but significantly extend coverage, (again the most notable being citizenship).
The second major feature of recent years has been the development of closer links between the sciences (the most relevant subject area) and in particular, between Earth science (which offers a number of direct and indirect linkages) and the three main science strands - chemistry, physics and biology. There are now early signs of improving relationships developing between Earth science and geography teaching. Within science in general, there are currently attempts to make the curriculum less prescriptive and more relevant to everyday life, especially in secondary schools. One current example is the review of the KS 3 NC Science Strategy to make it more applied in nature (due to be released in Autumn 2004).
Outside the NC per se, there has been an almost constant play of changes involving examinations in the period under review, from the introduction of SATS (Standards of Attainment Tests), the rationalisation of examination boards (now 'agencies') down to four in England and Wales (OCR/Edexcel/AQA/ WJEC), the introduction of AS level examinations (intermediate between GCSE and A level), broadening the range of General National Vocational Qualifications (GNVQs) operating at a lower level than NVQs, (but not particularly successful), mainly to replace the many vocational late school/early college qualifications. Even more radical measures are now being actively canvassed, particularly for 14-16 year olds. Recommendations for a major overhaul of the latter are contained in the recently published consultative Thompson Report.
The fourth phenomenon has been the growth in the number of bodies and initiatives involved in education as a whole and the sectors of main concern in particular. Rather than cover these across the board in detail, this report concentrates upon those of immediate potential significance to the industry. The most significant of these are detailed in Appendix 19. This part of the report therefore briefly explores the main government-led changes and then briefly records the largely non-government organisational changes in terms of networks.
About half of all secondary schools have now opted for specialist subject status; to date these major on ten subject areas including technology, science, mathematics, and most recently, humanities. Many secondary schools now therefore style themselves as technology colleges etc. (see Types of Schools).
Government policies
Current Government educational policy for schools is strongly driven by:a) The need to fit pupils for occupations in general - particularly in terms of basic numeracy, literacy and ICT.
b) A greater awareness of science and technology - leading to a better informed public on such matters i.e. 'teaching science for public understanding' (as advocated in the report, 'Breaking the Mould 2002')
c) A greater awareness of sustainable development and environmental issues ('ESD').
d) Improvements to vocational training especially for 14-19 year olds, via work placements, vocational GCSEs, 'the modern apprenticeships', GNVQs and various other schemes, and this is now being extended up the age range.
e) There is growing official concern over the medical fitness of people (and in particular, children). Similar concerns have been expressed in relation to petty crime and vandalism. Finally ministers are beginning to recognise the value of direct more experience than can be gained in the conventional classroom.These issues are now considered in more detail:
a) Basic skills were being addressed initially through primary school education. The early impact of such initiatives has indeed created a more literate and numerate entry to secondary schools, but it has also caused very significant disruptions in primary school timetabling (and still dominates the primary day) and has pressured out some of the coverage of other subjects such as the arts and humanities. However, literacy and numeracy do offer some opportunities in their own right (conversely, they also can be applied across the curriculum - as illustrated in Appendix 11 where a story book is used as a medium for discussing weathering, as part of 'literacy hour').
b) Awareness of science and technology. The steer is now towards this goal rather than expecting all secondary pupils to be trained up for a career in science. Making science and technology much more relevant to everyday life is therefore seen both as having the outcome set out in (b) and, stimulating interest sufficiently to still generate larger uptake of science and technology, post-school.
Turning specifically to government policies on the science curriculum, for some years primary schools have appointed lead science teachers who have received additional training which they are obliged to disseminate to their colleagues. More recently the Qualifications and Curriculum Authority (QCA) have undertaken a round of consultations on KS4 science, which have been widely welcomed. They are in tune with (b) above and promote fewer, big ideas, embracing topical science and science applied to real life examples. It is expected that DfES will issue a final version of the new Programmes of Study (i.e. a revised statutory NC(S)) shortly, with the intention that schools will begin teaching the new material in September 2006. The new proposals are broad brush. They intentionally lack detail to enable interpretation through various types of delivery and offer choice. For example, examination specifications could be purposefully themed to permit say, sustainable development or engineering-related topics, to take a key role.
One of the precursors of this move, the 'Beyond Curriculum 2000' report published in 1998 was followed by development of a new examination specification: 'Science for 21st Century' (which is now going ahead via OCR Examination Agency, in conjunction with the University of York and Nuffield Foundation funding). Along similar lines, ESEU have just begun to promote 'Global Local and Individual Science' (GLIS) a proposed new examination syllabus from an Earth science standpoint.
c) Education for sustainable development. Various cross-curriculum subjects e.g. economic and industrial understanding, environmental awareness etc., were promoted in the mid 1990s between two phases of major NC changes. At the time, they received a mixed reception; in some cases excellent pioneering work was achieved, but very many schools gave such matters a low priority. In most cases, even good initiatives were overwhelmed by the next wave of NC changes and much of the expertise and momentum was never retained through or regained after the 1999-2000 changes. However, government ministers have now made it clear, that 'Education for Sustainable Development' (ESD) is now to be regarded as being back on the front burner. The latter includes work experience for example. As noted elsewhere in this section, ESD although relatively popular in schools and intended to pervade the whole school ethos (including energy or paper usage, maintenance of buildings and all curriculum areas), is currently largely seen as being in the domain of the geographers. Having been under pressure from the core NC subjects, geographers appear to perceive ESD as a legitimate means of regaining ground.
d) Post 16 education. Concerning the later school and early post school cohort, from summer 2002, Advanced Extension Awards (i.e. super A levels) were being taught. AS (Advanced Supplementary) courses (intermediate between GCSE and A level) were introduced relatively recently and have been taken up widely. Vocational GCSEs are being introduced. Vocational 'A' levels (previously 'Advanced GNVQs) are already operating in some subjects.
e) Out of class activities. Whereas it unlikely that fieldwork as such will be seen as a major means of improving public health (sport being seen as the main remedy), the recognition of the value of out of school activities (in or out of normal school time) is growing. For example out of school time clubs (some based at schools) is seen as a way of reducing crime and vandalism. The government has also recently raised for consideration, the possibility of most pupils having experiences along the lines of the American summer camps. Finally the schools minister has also recently given some assurances that fieldwork will be given greater prominence in schools as a means of gaining more direct experience of life or a subject. For example engagement with the 'real World' is seen as particularly important in subjects such as citizenship or applied science (the issues and policies surrounding out of class activities are discussed in detail elsewhere in this section).
Recruitment of skilled people
In addition to the above there are growing problems in recruiting specialist science teachers, particularly in physics. The same is equally true of scientists and engineers in industry and research, including of course, quarrying. These are paralleled by acute potential shortages of skilled crafts-people (particularly in construction trades), to such an extent that HM Treasury is becoming concerned that this situation could seriously impede economic growth. Various attempts are now being trialled such as the Open College Network, to remedy the position.There are very serious concerns about recruitment into the quarrying industry:
"The HSE views with concern the lack of entrants to quarry-and mine-related higher education courses and the effect that this will have on health, safety and competence in the quarry industry. It wishes to encourage those engaged in increasing public and school awareness of the role of the industry and the opportunities which it presents."
Rob Pearce
Health and Safety ExecutiveImplications for School-Industry Links
The balance of factors favouring or deterring school-industry links over say the last 15 years has been cyclic in character. It is heavily influenced by a combination of logistical (mainly external) factors and changing government policy emphases. In the 1990s there were a number of official initiatives aimed at promoting such links but most were relatively short lived in the face of more fundamental changes. In general, increasing levels of prescription in the classroom have reduced flexibility and initiative-taking, but once bedded down (e.g. the litereracy and numeracy hours in primary schools), teachers, the QCA and school inspectors for example, have been prepared to explore or respond favourably to more innovative approaches and particularly those geared to applied or gaining real life experiences.The subject-based criteria now in place (notably citizenship, ESD, 'Growing Schools' and the move to make science more applied), although seen by many as demanding, offer a more favourable climate than for a number of years. This positive environment has to be balanced with the raft of legal, health and safety, financial and other logisitical issues which either in real or perceptive terms mitigate against out of school activities.
The most persistent strand since the late 1980s, has therefore been one of constant change, despite reassurances from numerous govrenments. There are no signs that this trend is diminishing but there are grounds for optimism that recent and impending changes will favour out of school activities.
Concerning opportunities for the quarrying industry as such, the 'market' for out of school work is extremely crowded and a particularly strong bid for the available school time is already being made by the mainstream environmental organisations. There are therefore a number of choices. The industry can team up with some of these big traditional players in outdoor education. Either on its own or in partnership, it can (indeed already does) offer a multitude of environmentally related activities to address the policies just reviewed. Alternatively, it does have a far wider spectrum of experiences than any of those organisations, (i.e. embracing their fields and many more). To make its mark, industry might like to consider appealing to distinctive 'niche markets' such as Earth science, engineering topics, resource management, decision-making issues, alongside the more purely environmentally-based subjects. The industry's trump card is indeed its very diversity.