CBI President Paul Drechsler CBE will call on policymakers to make
education in England about more than results and rote learning, and
prioritise teaching that encourages thoughts, questions, creativity
and teamworking.
In a speech to the Association of School and
College Leaders in Birmingham, Paul will say that
education’s power is to give people not just what they
need to operate in today’s workplace, but the spirit of enquiry
that allows them to shape tomorrow’s too.
Business leaders appreciate the difference made by
brilliant teachers and leaders - how great teaching helps great
people develop. They want to see all young
people leaving education as well-rounded
individuals.
On current
education policy, Paul will say:
“Teachers’ jobs are not just difficult because the
world is changing, it’s also made more difficult by years of
moving the goal posts in public policy. Those failures have
culminated in today’s debate between the extremes of rigorous
testing on the one hand, and the rounded development of a young
person on the other.
“It’s a false dichotomy – and one set in the context
of our schools system, where not enough money is allocated in
public budgets. It’s time to reset the debate. End
the parade of government announcements that make a good headline
but don’t make a jot of difference on the big
issues.
“Of course, academic achievement matters. But
alone, it’s not enough for the exciting world we face – in work,
or in wider society. Schools have been saying this for
years, and so has the CBI. Attainment and wider preparation
for adult life go hand-in-hand.”
On education teaching in England, Paul
will say:
“Just last week, the inventor of the PISA tests,
Andreas Schleicher, said that English policymakers are reacting
to his test results in a different way to other nations. In
other countries, policymakers are trying to improve performance
by encouraging students to take responsibility for their own
learning.
“The OECD are clear that we are now doing more rote
learning than almost anywhere else in the world. Yes, times
tables are important. But if memorising facts is all
students are doing, there’s much they are missing out
on.
“It doesn’t have to be like this. Singapore,
Finland and the best schools in the US all show it doesn’t have
to be done this way. There, education has a clear
objective, with clear standards on core subjects, clear lines of
appropriate accountability, and all based on developing the whole
person.
“They’ve had a healthy, open conversation about what
they want from their educational systems. Not a
debilitating culture-war-of-attrition dragging on since the
1970s.
“Let’s dump the ideology - no more fixation on school
structures and exam reform. It is time for a national,
rational debate on how we help our young people succeed.
And then let’s reform the curriculum to deliver the results we
need.”
On what can be done to improve education,
Paul will say:
“It sounds simple. But here’s what worries
me. Perhaps our politicians are too entrenched. Perhaps the
ideological commitments hold too firm a grip. Perhaps old
habits die hard. We should take ownership - let’s persuade
our politicians to set up a new Education
Commission.
“This Commission could bypass the turf wars. It
should have a broad membership - educational leadership,
businesses, young people, parents and politicians – people who
understand education and want our country to
succeed.
“Let’s start basing decisions in education on the
evidence. To create consensus on what we want from our
schools and colleges and to give them the support, encouragement
and resources they need to deliver. And let the examination
system accredit this – not drive it.”
“We must have democratic accountability, but the
current debate isn’t serving anyone. Not in a changing
world that demands all our attention. Get this right, and
we can help our young people thrive, our economy grow and our
society prosper.”
