Diplomas: Big selling job needed
22 Sep 2007
Isn't it amazing how fast the new Diplomas are racing up on us. They start in less than a year. But how many parents or students have even heard of them, let alone know what they really involve?
And even those who do know about Diplomas seem to be confused. Are they vocational qualifications? Are they specialised? Are they practical?
This confusion is potentially fatal for these much-needed new courses and qualifications -- much needed because they could be a real answer to engaging young people in education and in meeting the country's skills needs.
The problem is the old British disease: snobbery towards vocational and practical learning!
The government is so fearful that the Diplomas will be seen as second-class that they have banned the use of the V-word ('vocational') anywhere near the Diplomas.
They have also dropped the first part of the original name: 'Specialised Diplomas'.
The confusion is a great shame because these Diplomas must work. They will be available at all ages from 14 to 19 and at different levels. The QCA has started to give the detail of the four levels of Diplomas and of the grades they will contain. It is worth a look. http://www.qca.org.uk/qca_10325.aspx
Meanwhile, for more on this topic have a look at my column this week on the BBC News website: http://news.bbc.co.uk/1/hi/education/7007121.stm
There is also a very useful podcast from a conference on Diplomas I chaired with Neil Stewart Associates this week at: www.policyreview.tv.
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Jim Evers - 29 Sep 2007
School Management
I recently discovered you through your BBC article on having students rate
their teachers. Great article. Now I'm enjoying more of what you're writing
on your web site, and I want to share with you something I've written.
Having retired from teaching and consulting to schools, I felt it was time
to address why I feel school reforms never fully reform our schools. To me,
the flaw in school reform attempts is the far outdated industrial/military
management style of running our schools that imposes reforms on the teachers
and the program. That's not a good way to garner cooperation, nor is it a
good way to build a learning environment.
Having been involved in creating and running a collaboratively managed
school in the '70s and 80's, and having been a student of organizational
management, I have found compelling evidence that collaborative/democratic
management builds stronger, more effective, more sustainable organizations,
that are highly supportive of a good learning environment for all
stakeholders.
To that end, I've written a 130-page study of such organizations and the
democratic management style: CRISIS IN SCHOOOL MANAGEMENT:MAKING SCHOOLS
WORK FOR EVERYONE. It's free as a download from my web site
http://www.jamesevers.com.