the new comprehensive ideal. how can sixth form colleges be part of it? prof. ken spours institute...
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The new comprehensive ideal. How can sixth form colleges be part of it?
Prof. Ken Spours
Institute of Education
University of London
The comprehensive ideal: an unfinished project
• Comprehensive education as a partially fulfilled ideal – no iconic 1948 NHS moment
• 1960s/70s - Focus on the ‘common school’ but– co-existed with selective education– no comprehensive curriculum or qualifications system– not extended to post-16 education or lifelong learning
• The comprehensive experiment faded and education system conservatively modernised in the following three decades
• The comprehensive ideal became practiced by particular schools and colleges.
The new context: different responses to globalisation
• Globalisation and ‘New Times’ – changes in economic production and work organisation; the Web, communication revolution, digitisation and social networking; climate change, new global challenges and greater sense of inter-dependency
• Three models of reform – (1) Anglo Saxon; (2) Pacific and (3) Nordic - the Coalition is trying to merge 1 and 2
• Coalition approach – marketisation/privatisation and authoritarian approach to learning (traditional knowledge/didactic pedagogy)
Problems facing young people: education alone not the answer
• Young people as the ‘new poor’ – debt, unemployment and exclusion from the property ladder
• The social recession and mental health issues
• A crisis of opportunity and an uncertain future
• This requires a new comprehensive approach which is economic, social, educational that has at its centre the ideal of ‘inter-generational justice’
5
What type of economic, societal & educational modernisation?
‘Hour glass’ or ‘social’ economy?
Comprehensive economic, social
& educational strategy
Comprehensive economic, social
& educational strategy
Social vision – elite or inclusive?
Divided/narrow or unified/expansive 14-19 system?
The new comprehensive ideal1. The centrality of values – fairness, democracy, sustainability,
wellbeing and creativity – and that everyone is ‘educable’
2. A new curriculum – core knowledge; research skills; people skills and new challenges – a modern baccalaureate approach
3. Comprehensive area-based organisation – educating institutional togetherness and collaboration
4. An expansive professionalism – triple approach of professional knowledge; pedagogic skills and ability to work across boundaries
5. Closer integration of education, working life and communities –vocational education, linked to economic and social opportunities
What makes a comprehensive college?• Commitment to inclusion, social justice and educability • Distributed leadership – everyone feels ownership and
exercises initiative• ‘Vocational expertise’, good teaching and the organisation
of effective learning • Centrality of progression – do we need a ‘ramp’ rather
than steps?• Wider challenges to build student social capital (B7?)• Commitment to continuous professional learning
communities of practice• Working with employers; higher education and wider
social partners – increasing economic and social opportunity
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