The British Education System: A time for change? Part 2
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In the first article I looked back at my time in school, what former education secretary Michael Gove changed and examples of apparent exemplary education systems in Asia and Finland. I decided then to contact and speak to someone on the frontline, a teacher, who unlike the piles and piles of articles and statistics, lives day in and day out on the battlefield that is the British education system and thus get a more qualified, human understanding of the issues. As a senior assistant head teacher in one of my local schools, they were more than willing to enlighten me on the effects of government reform on the school, the prospect of adopting foreign models, and their own opinion on what could be done to positively reform British education. In our conversation one thing resonated loudly and indeed followed the trend that one finds when reading up on our schooling system. That government reforms have focused so strongly on statistics and league tables that teachers and schools have been hamstrung from any form of free thinking and initiative, due to the fear of being disciplined should they not be meeting the various targets set. Quite interestingly they dismissed the notion of increased freedom in academies as a smoke screen towards privatisation as the academies are still subject to Ofsted inspection and all the same fear-inducing constraints that are placed on state schools. Quite potently, they claimed creativity was being crushed in favour of the perception of progress. A perception, as it has left teachers exhausted and focused so strongly on towing the line that quality, innovative teaching is no longer provided.
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