Is there life after death for secondary education?
This book focuses upon the quality of learning. Reform, so
called, too often begins with qualifications, examinations,
institutional provision, paths of progression. All those are very
important, but their value lies in the support they give to
learners and their learning in its different forms. One needs to
start with the aims of education and then with what it means to
learn (practically, theoretically, morally) and with the very many
different needs of the learners. That is what this book aims to
do.
In so doing, it will be both philosophical in analysis and
empirical in example. So much is happening from down below that
goes unrecognised by policy makers. But innovations too often get
hampered by government interventions, by a bureaucratic mentality
and by failure to spread good practice. The general argument of the
book, therefore, will be illustrated throughout with detailed
references to practical developments in schools, colleges, the
third sector, youth work, independent training providers and
professional bodies across several countries.
The book builds on Education for All, which was based on 14-19
research into secondary education, this book transcends the
particularities of England and Wales and digs more deeply into
those issues which are at the heart of educational controversy,
policy and practices and which survive the transience of political
change and controversy. The issues (the aims of education,
standards of performance, the consequent vision of learning, the
role of teachers, progression from school to higher or further
education and into employment, the provision of such education and
training and the control of education) are by no means confined to
the UK, or to this day and age. Pring identifies similar problems
in other countries such as the USA, Germany and France and indeed
in the Greece of Plato and Aristotle and offers solutions with a
comparative perspective.
It is a critical time. Old patterns of education and its
provision are less and less suitable for facing the twenty-first
century. The patterns and modes of communication have changed
radically in a few years and those changes are quickening in pace.
The economic context has been transformed, affecting the skills and
knowledge needed for employment. The social world of young people
raises fresh demands, hopes and fears. A global recession has
affected young people disproportionately making quality of life and
self-fulfilment ever more difficult to attain.
In addressing learning and the learners first and foremost, the
book will argue for a wider vision of learning and a more varied
pattern of provision. Old structures must give way to new.
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