Talk to any parent and the need to give their children the best chances in life is something most recognise and strive to achieve, within their means. Education and schooling is often at the top of their list to achieve that goal. But there are some serious questions that come to the fore when discussing the suitability of schooling, not to mention the grades delivered, the topics covered on the syllabus and the level of prepared-ness of individuals for the competi-tive jobs market around the world.
Such is the requirement for good grades on CVs in these tough eco-nomic times that in cities such as London, competition for places is tougher than ever. It is not uncommon to hear of children as young as three and four receiving tutoring to prepare them to pass entry tests into their chosen pre-schools. This is something that may seem difficult to comprehend for some, but a necessity for wealthy, aspirational and ambitious parents who are trying to secure a place for their kids in their preferred schools.
There is undeniably pressure on schools to perform, but sometimes the academic world can lose sight of the bigger picture. Is the syllabus fit for purpose? Is it current for the 21st century? Does it deliver a pupil to the work environment with all the nec-essary life and business skills they need to succeed?
In the developed world we are lucky a class of pupils no longer has just one educational book used by the whole class. Pupils have access, at their fingertips, to more information on any subject than any human has since they arrived on this planet.
However, what the world wants and needs are those who can digest those facts and become leaders, ent repreneu rs a nd employee ‘problem solvers’. Are schools doing enough to help or are they soley focused on their own results and passing the pupil up the chain to universities to deal with these issues?
Dialects will disappear in the next 50 to 100 years as we have already seen in the UK with Gaelic and Welsh. Even French universi-ties are running courses in English. When did you last speak anything other than English in a meeting anywhere in the world? So why are schools still teaching languages and not focusing on cultures? Why are they using up valuable memory when it could be used for something more relevant?
Considerations
Education is not just about grades and choosing a school. Serious questions need to be considered such as: do you want your children to board, and if so from what age? Do you consider the need to learn Chinese essential to prepare for the business world of the future? Is technology key to education for your children? Don’t forget the international element. More and more children from India, China and the rest of the world are coming to the UK to obtain what is, in their eyes, an exemplary education. This puts more pressure and competi-tion on the UK system and competi-tion for entry. Such individuals are coming to the UK because of the reputation schools here have. These children graduate and return home with the name of the establishment firmly printed in their CV and that stands for a lot.
With growing competition for places at schools with strong repu-tations, there needs to be a more strategic consideration, which in many cases falls by the wayside. Which is the best school to pro-vide the holistic education and life experiences for the selected child? All schools have to deliver the core syllabus while offering other ben-efits too; access to sports, cultural studies, music, technology and never forget the networking poten-tial and connections that can be made simply by being in the same school as peers who have parents who have already demonstrated an ability to deliver great results in their own careers too.
Good schools deliver good results, but the issue still comes back to the syllabus. Should we be spending hours teaching the history of our Kings and Queens and var-ious bloody wars? Could we achieve more by learning the history of suc-cessful businesses, strong leader-ship and emerging technology in order to prepare them for the com-mercial world? Ultimately, history has shaped our nation and should not be forgotten, but there needs to be a balance to make sure future generations have the best skills and knowledge for post education. It is frightening to think that the first years’ syllabus of a computer degree is out of date by the time the student graduates.
Schools like Wellington are pushing the boundaries of educa-tion and its methodologies, while Harrogate Ladies College has been very entrepreneurial with the cre-ation of the award winning HLC business school. It will also be inter-esting to see how another school – Avenues – develops.
Its introduction explains: “If ‘local’ schools are the first step in the evolution of schooling and ‘national’ schools are the second step, the dec-ades ahead are likely to bring the third step: global schools. Thirty years from now there will likely be a number of such organisations.”
Its website goes on to say: “Think of Avenues as one international school with 20 or more campuses around the world. It will be one highly-integrated ‘learning commu-nity,’ connected and supported by a common vision, a shared curric-ulum, collective professional devel-opment of its faculty. Every school brochure will say that today’s great schools must prepare students for global life… Modern students must have more than a passing knowledge of other countries …Existing in and working with another culture is the best way to learn about it.”
Broader knowledge
These types of establishments are the pioneers of our increasingly networked and accessible world, but are still not providing a com-plete service. Family offices see a number of young people who are lacking the necessary life and busi-ness skills. In some cases, they are required to take over their parent’s business soon after university and have no skills to carry out that role. With others, we see a massive drop in self-esteem as soon as they step out of university into the big wide world, on the realisation there is no queue of employers waiting for them with outstretched arms and that they have little sense of how to play the business game. They are not ‘smart’ and realise they lack all sorts of skills for the real world. But how can a career academic teach them those skills.
Life is something of a game and we all do our best to prepare our children to achieve their full poten-tial in that game. However, one must never lose sight of the fact that each and every child is different and what will work for one in terms of a school, may not be right for another. As parents, there is a need for hon-esty when it comes to each and every child, to make the right deci-sions for them and help them to find the right environment in which to learn and f lourish. This, in turn, should help them get the best out of their education, get the best grades possible and then put them firmly on a career path for life.
As for grades, they are impor-tant to an extent, but in reality, the choice of school can actually open doors too, through the alumni and ‘old boys’ networks. If the best teachers are at the best schools and get the best results, there is a strong correlation leading us full circle in terms of actually understanding why parents strive to send their children to the ‘best schools.’ The best public schools in the UK still dominate the institutions of power and are generally over represented in the higher professions. Further-more, if the education system better prepared the future generation with the skills required, there would be no need for further courses and programmes to deliver the training and tools needed to become leaders. There are a growing number of MBAs and other programmes coming to the fore to help plug some of the skills gaps from the general education system.
Think of how many academics who have been entrepreneurs? Now think of how many smart people you know who are entrepreneurs? At school, dyslexia is treated almost like a disease. But look how many dyslexics have gone on to be suc-cessful. Schools should almost teach pupils the secrets of dyslexia. We must teach our children to be smart.
Work experience
It is said that to read two books on a subject and you are an expert. It is also said that if you read a book a week on a subject, after a year it will be the equivalent of a practical PhD. That is all very good, but success does not come on a plate. It comes from a lot of hard work as well.
Grades are one thing and help to meet minimum criterion when applying for jobs. But are other ways individuals can stand out such as volunteering, summer pro-grammes and work experience. These can all enhance employability of immensely. A list of achievements outside the classroom and lecture room is becoming increasingly important for the CV as the col-umns of A\*s from every exam grow in abundance.
Clearly, many of the best leaders and bastions of industry have not been to what are courted as the best schools and yet have done very well for themselves. However, parents being parents, they will always try and push their children to achieve more, hence it is easy to under-stand why there is competition for the best schools. Parents need to make the right choice for their chil-dren and not be afraid to challenge the system at any stage too. It is not just about the grades! It is about being ‘smart’.
