Posts Tagged ‘Education’

Slamming the Browne Report

Tuesday, January 4th, 2011
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Dr McQuillan, a Dean of Faculty Studies, takes issue with the Browne Report that advocates cost cutting measures to the Humanities in English universities. The Dean makes a commendable case with which those whose lives and careers are dependent on well-funded humanity courses cannot help but agree. His argument, however, is narrowly focused, for it takes no account of the massive fiscal problems with which Britain is faced, so it goes in the ‘ME, ME, ME bin.

He writes of ‘education for the lower orders’ and ‘social mobility afforded by a university education’, which are true and noble sentiments. Yet they are not without a fault that stems from the sometimes blinkered vision of the highly educated.

Writing as one who issued from the ‘lower orders’, whose education ceased at the age of 14, which is a statement of fact and certainly not a boast, here is a contrary view. The United Kingdom has put great store in higher education as the right of every Tom, Dick and Harriet, but to the gross neglect of vocational and apprenticeship training.

As a (PPE Oxford) correspondent wrote, ‘Many children in the UK no longer respect technical and vocational training. Around 33% (i.e. all 17/18 year olds still in education) want to go to university to avoid occupations in manual labour. The UK simply hasn’t the economic conditions to employ large numbers of apparently professional university graduates. You have probably witnessed the demise of UK manufacturing since the 1970s so will not be surprised that neither does the UK currently have adequate unskilled labour jobs. Consequently over the last 10 years more than 80% of school leavers aged 16 (i.e. those not continuing in education) have not entered employment. The trend over the last 30 years is that half of these long-term unemployed will at very best only achieve periodic casual employment.’

In short, if those who decry the loss of funding for studies in the humanities directed their efforts to correcting the imbalance in the British education system at large their contribution to their society at large would be of incalculable value.

Geddes Axe strikes again

Friday, May 28th, 2010
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For those interested in the projected change of the Duke of York’s School in September 2010 to ‘academy status’, a visit to the article dealing with this subject in detail is to be found in the index of the Duke of York’s School (see main page of the www.achart.ca website).

Comment 28 May 2010

First, I admire the tour de force that Art and Ben have produced, which I hope all may read. My comments stem from a careful reading. First, I was aware of the MoD’s desire to reduce its investment as far back as the early 1980s, when a management consultant friend was retained to ascertain if parents would pay fees. To get to the point, however, the question is ‘what is the future of DYRMS per se with respect to its history and culture or not’ as admirably explained in the paper?

My next question, is academy status a done deal as of this autumn or is something to be worked towards? I have some lateral experience of this world, having just shifted a London out of school music training provision (set up for the ‘have nots’) into what are called ‘new arrangements.’ External funding (sponsorship) is vital, but that is the second step only. The first is the determination of the governing body and leadership team. Do we know their vision/plan?

Academy deals are more swiftly achieved when the relinquishing authority is part of the process; not in divesting itself of responsibility, but in helping advance the process and, if necessary, granting a dowry to assure a smooth transition. There are also issues of TUPE transfer of staff to be managed. For example, Westminster Borough Council having an institution they wanted to achieve academy status, they had to be involved and to provide dowry funding. It’s an unwise management that allows itself to be liberated from parental control/(in this case MoD) without first having clear direction.

As to the mission of the school, A continuing military culture is important, but the military influence has changed and future independence may well change that character more. According to the record, its results are decent but do not compete with the top echelon. From FT surveys, the DYS scored well for value for money but was not academically excellent. Will the school have had its day if it becomes independent? It certainly needs a strong pitch and strong leadership to counter that.

In terms of the role of alumni (here I draw on tyro years spent fundraising) the top independents lean heavily on wealthy current parents and a combination of wealthy alumni (for large donations) and the not so wealthy for more modest support. We might think the social background of our alumni does not dispose us to contribute generously, for we may not appear to be acculturated as the alumni of the top independents are, but this has to be tested.

The redbrick and newer universities face the same problem, although some are successful in fundraising. In the Oxbridge context, my old college, St Catherine’s, very much of 60s foundation, does well to get 15-20% alumnus support but the vast majority are average givers, i.e. £500 a year averaged out would put you in the middle/upper ranks of those that do give. Yes, we do have a very few large donors, but we are not Balliol/Christchurch.

In sum: 1. What is the school’s continuing effective mission? 2. How strongly/committed is the board management and its vision? 3. What role is the departing parent/funder (MoD) playing in making a new world possible?

Chris

Comment 1 July 2010

Academy has been used in Scotland for some decades. Our previous government peppered with socialist Scots would have imported it.

Colin

Duke of York’s Academy

Monday, February 8th, 2010
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By way of the grapevine, I have come into possession of the DND 1997 promo video of the Duke of York’s School, produced for the information of parents in the Armed Services who are looking for a residential school in which to enrol their child or children. The video is well-produced, cut and presented. I recommend Its viewing to all ex-Dukies, but particularly those of some generations back who knew as a military institution. The reason is that the changes that have taken place with the addition of buildings, amenities for co-educational tutoring, and a curriculum to prepare students for university are remarkable.

A viewing makes anyone proud to have been associated with the School. Some, who might yearn for the good old days, will not be impressed. This will be especially so for those who view the video with a sense of wistfulness for the way things were during their time. Parents of the present generation of potential students will be impressed because the Duke of York’s has been transformed into the very model of a modern public school, one that compares favourably with the finest co-educational teaching institution in the country.

Following an impressive series or aerial shots, Headmaster Gordon Wilson has a few interesting comments. Scenes of a typical day in a student’s life, of the first-rate catering, sports, accommodation, and extra-curricular activities are well-balanced for interesting viewing. The commentaries of some students, boys and girls, follow a voice-over narration during which, regrettably, there is excessive reference to ‘facilities’ that makes one’s toes curl. The remarks offered by members of staff are well-chosen and worth hearing.

The school uniform for boys and girls is smart, attractive and casual. Blue blazer, grey flannel trousers for the boys and blue skirts for the girls, and casually-worn school scarves, trim white shirts and school ties are in sharp contrast with the coarse khaki uniforms, short trousers and ammunition boots of the past. The change is a welcome sight to this former student.

This excellent video shows a school that will create a much greater all round self-confidence in the pupils never achieved in the past. The adjustments previous generations had to make when they left the closeted existence of what was a military kindergarten were traumatic and harrowing. The school is no longer a military institution, nor is it any more royal than Eton, Harrow, Wellington or any other public school. It is therefore fitting that it be renamed the Duke of York’s Academy.

DYRMS Academy

Monday, January 18th, 2010
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As of September 2010, the Department of Defence proposes to change the Duke of York’s Royal Military School into an academy within the mainstream state-funded section. A ‘consultation questionnaire’ is circulating to garner opinion even though the change is inevitable.

Significantly, circulation is to the Armed Forces, students, parents, members of the teaching and support staff, and Commissioners of the School. Almost as an afterthought, there is space for anyone  ‘… else with an interest in the proposal’. Courtesy of the OBA, the questionnaire has been distributed to OBA members.

The ‘working title’ of the new academy is Duke of York’s Royal Military School – An Academy with Military Traditions. The first statement deals with the title of the new Academy; comments or optional names for the institution are invited.

I have written elsewhere that management and operation of the School is no business of its alumni. Nevertheless, considering the changed status of the School (or Academy, but not both) means that it will no longer be ‘royal’ or ‘military’. It is just another ‘public school’ although one that caters to children of the Armed Forces.

One would not attach the ‘royal’ to Eton, Harrow, Wellington, Ampleforth or Charterhouse to mention some notable public schools. What justification is there then for attaching ‘royal’ to the Duke of York’s? As for the word ‘military’ that, in the context of the School’s function and raison d’être, no longer applies either. It is a fee-paying institution and totally transformed from its original purpose.

In short, Duke of York’s School – An Academy with Military Traditions, is enough. Let there the matter rest.