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Idealism has given young people unattainable expectations within a land of the financially enslaved, where unhappiness is enhanced at a push-button rate

January 11, 2018 Leave a comment

download (13)Verbal head scratching has for many months dominated the media, as our influencers and opinion writers try to come to terms with what really happened for the Labour Party at last Summers General Election.

Of course, the perplexity doesn’t stop there. Somewhere in an office near the Palace of Westminster, a Conservative Party which looks rudderless and without any sincere intention, is desperate to emulate a link with our Nation’s young people; one which appeareances tell them only Jeremy Corbyn could invent.

That people of any age can be intoxicated by drink, drugs, or by the romanticism of the political ideal that everybody should be treated in a same-size-fits-all category is nothing new. Joining a group to further the interests of ourselves is after all hardly something new. Yet the motivation for doing so for each of us will never be exactly the same.

Sadly, politics in the UK has been without real substance for a long time. Policy is made reactively in a very focused way. It does little more than address the effects of issues, rather than going any great distance towards tackling the causes themselves.

Against such a backdrop as this, it has become very easy for politicians to make hollow promises. Corbyn’s soon rescinded promise over scrapping tuition fees for university students was clearly one such gesture. But a population which has been conditioned to believe that we can trust in our leaders and political parties without question simply doesn’t look beyond the words as they are heard – whether it considers itself to be left, right, leave or remain.

Labour’s vote winning stunt is pertinent not because it is political or because it appears to have worked as it was intended. It is illustrative of the complexity of this real problem because it highlights the presence of many questions that politicians should not only be asking – but also answering. Questions about why the various experiences of the politically disenfranchised are now being so well exemplified by the experience of the young.

Higher Education is just one area affecting real lives which has seen its value overturned, whilst giving the surface deep appearance and sense of even greater opportunity being presented to all.

Young people are being actively encouraged to commit themselves to lifetime borrowing to take a wide range of degrees which themselves are increasingly considered by industry to be worthless in terms of the skills that they teach. The students themselves understandably believing that they will automatically find themselves within a glittering career just as soon as they leave full time education.

The commercialisation of the higher education sector has added to the problem considerably. The priority of what at one time would have been arguably some of the best academic tuition available in the world, having now been shifted from the quality of teaching itself, to the accumulation of profit and nothing else. The recent cases of outrageous pay for university leaders is all you will need to read.

Whichever way you look at it, the emphasis is about money. And the experience of education is just where this process begins.

Having been sold the faulty bill of goods which a degree education for many has now become, the opportunities to secure work which will enable young people to quickly move on without a need to go home to their parents is increasingly hard to find.

Profiteering in the housing market has made entry level purchases and tenancies impossible for many. Property prices being exponentially inflated beyond even their realistic ball-park level, with values now being pitched at the ground in the next town and probably way beyond.

The work which is available to many graduates offers career prospects way below what a degree level entrant had been taught to expect when they made their academic choice.

With the attainment of all degrees being deliberately sold to everyone as an academic elixir which will make a graduate in some way better than anyone else, it is little wonder that many see some occupations as simply being beneath them, not only as a job title itself, but in terms of the tasks they will now accept even as they are being on-the-job trained.

Effortless attainment has become the expectation of the next generation. It is backed up by an instant response culture of a click-button-world. And with media saturation reaching the point where we can perceive almost anyone as being accessible to us on our phones or in our own front room, it is little wonder that every young person who is prepared to do what they are told, expects that life will instantly reward them by appointing them as a rock star, MP or CEO.

The young and therefore all of us have been failed by the creation and propogation of a land of unattainable expectation. A fallacious future based on hollow promises, so that politicians can bathe in the glory of transient electoral and policy wins which add up to little more than pyrrhic victories.

For an entire population, a value set which reflects a practical, obtainable and satisfactory level of reality has now been denied. Aspiration has now been usurped by the need for glory and this is a prize you can only win if you make it big financially too.

Generations of politicians are responsible for this perfect storm. They represent all parties, and even those who are today continuing to perpetuate this evolution of chaos, would not recognise a pathway which for many others is already beginning to feel like doom.

The impractical idealism and romanticism of the left has created the illusion for some that a utopia exists where each of us can be equal whilst becoming a king or queen over all. This has been no less devastating than the unleashing of unregulated markets under the increasingly influential neoliberalism of the right, which demonstrates that it really is only those who have unfettred access to money who have any perceived form of real power. Very few of us believe in or have faith in the ability for us all to experience something beneficial in-between.

If government continues to do nothing to resolve this problem, we remain on target to become a Nation lost.

Yet resolution is not just as simple as the exchange of a few simple ideas.

After all, any person who would just like to live a simple lifestyle, without money, is in a position where they simply cannot.

 

image thanks to unknown

Education is currently failing the UK because the system we have in place today is based on the flawed idea that Equality is about sameness. True Equality comes with acceptance of the real differences that exist between us and in giving each and every one of us the best shot possible…

December 17, 2013 Leave a comment

images (2)Equality is one of the greatest aims for any Country to have, whilst perhaps one of the most misinterpreted and therefore destructive concepts that that the UK has embraced.

Negative forms of discrimination have made many thinkers believe that the solution comes in the form of their positive counterparts. Yet the point has been severely missed that prejudicial forms of discrimination always relate to a form of favouritism or bias as a flipside on the other, and that this inevitable partnership necessarily follows wherever a form of positive discrimination may be used.

Just as racism and colour prejudice, sexism, discrimination against the elderly or disabled have and arguably in some cases continue to been a problem for many, giving special treatment or creating favourable circumstances for specific or what some prefer to call ‘underrepresented groups’ can be equally destructive and in some cases will actually affect many more, through little more than a legitimised form of disadvantage which many are simply too afraid to even talk about.

Social engineering is nothing new. But the silent subjugation which hides beneath the velvet glove of political correctness and an often misguided war for equalities is something entirely different. It now risks the identity of culture which has been at the heart of British life for many generations and which arguably kept us at the forefront of world industry, science and learning well in to the 20th Century.

Of all the parts of life where we should be getting the fight for the equality of opportunity ‘right’, Education is probably the most essential, because of the key role that it plays for individuals, communities, industries and therefore the evolution of our entire culture – en-masse.

But at some point, somebody somewhere confused practicality with idealism. They exchanged the reality that being fair to everyone by giving them the educational opportunities that most fit individual need will give us all the best start in life, with the idealist view that putting everyone in the same environment and using the same forms of education, would somehow lead to everyone turning out the same.

It doesn’t. And the reason it doesn’t is because the only difference that should matter when it comes to education is that whatever the circumstances or how we are physically perceived by others, we are all different and we all learn differently.

So no matter what background we come from; whether we are rich or poor; black or white; male or female; able bodied or disabled, we all accumulate knowledge in different ways and will only achieve the very best that we as individuals can, if diversity within educational opportunities matches the diversity that exists with learning ability and indeed counters the factors which are external to learning but upon which learning and the ability to learn have been for too long so foolishly placed.

Whilst ‘dumbing-down’ or developing an educational standard based upon little more than ‘the lowest common denominator’ fills those who abhor anything even perceptively elitist in nature with complete joy, lowering academic standards for the more-academically-inclined simply reduces the numbers of those who would otherwise excel and therefore contribute differently and arguably more greatly to our society as a whole.

However, the real tragedy in all this is based upon all those who are not academically attuned at school age. Many who are unequipped to rise to such theoretical standard, perhaps because of nothing more than circumstances in their lives. Many, who just need their learning to be more practically and vocationally inclined – perhaps only at that time.

We all lose from the approach that has been adopted, as what is in effect manifest ignorance of those whose ability lies not with their heads but with their hands, is or has created a lost generation which unwittingly and in most cases unwillingly lend themselves to many of the welfare, benefits and crime statistics that so many of us know to be so wrong, but have to accept as being just the way that it is.

The lack of foresight and basic understanding of our fellow man that has led these socialist agendas which have pursued this ideology of everyone being the same, are not only destroying the lives and future chances of individuals who could make a considerable contribution to our society – were they given the fullest opportunity to do so; they are contributing to the creation an entire sub-culture of socially disadvantaged, socially inept and socially immobile people who are blighted by the media propagated caricatures that have been landed upon them by the same libertarian and quixotic idealists who inadvertently put those same people there.

Glorification of celebrity, fame, sensationalism and money have led many of us to forget that the very basic forms of all occupations are about us; about life; about putting food on the table; about being healthy; about being happy; about getting us where we need to go. Our values have somehow gone wrong and we have forgotten that every job or occupation is important and that we should all value them as such for the contribution that they make in our lives and the value that they bring to our society.

The ironies of this saga do not stop there. If we continue to flat-line the contribution that we make to the opportunities we give to the up-and-coming generations in the form of free education, the best opportunities really will be left as the preserve of the financially rich who can arguably afford a tailored level of education for their children which simply becomes unavailable anywhere else. If you are of those who think that Politics is skewed in favour of a privately educated elite right now, look what could soon begin to follow in the not too distant future.

Both socialism and liberalism as they exist are flawed. They are little more than idealistic philosophies that make no allowance for the realities of cause and effect, and if we don’t address this failure to address the need for balance in every aspect of life and policy that Government touches soon, the results simply do not bear thinking about.

The role that education plays in all our lives and how it reaches and extends into all parts of our culture, make it probably the very best place to start in addressing what could easily be called the regressive steps that the drive for ill-considered forms of equality have so far engineered.

Every part of the education system needs reform, which will only be controversial for those who continue to put their own ideas first, above the needs and requirements of others. Perhaps we could:

Reintroduce Grammar Schools in every District: The pathway of education for children to which so many parents aspire, Grammar Schools offer a benchmark in education and discipline that it has become unfashionable to appreciate vocally. This social anathema should be dispelled for the foolishness that it is and the opportunity should exist for all academically able children to gain a place at a Grammar School if they can attain the examination standards required and do not have alternative means to access a like-for-like education.

Reintroduce the 11+: With Numeracy and Literacy Skills at a low point, we simply must return to an acceptable level of basic education at this key age so that children are equipped to engage fully during adolescence in our increasingly information-based age, and employers can be sure that young people can not only understand, but also be understood. (Please follow this link for an insight on the 11+.)

Reintroduce real and vocationally based Apprenticeships at 14: Probably the most vital step that needs to be taken is to recognise that not all children are academically inclined and that the system today is failing too many young people because it has not nurtured them in a way which fits their learning processes. In simple terms, children are usually ‘head or hands’ and therefore more theoretically or practically able in their learning processes. In isolation, neither of these qualities is a sign of intelligence, yet children who simply aren’t academically able to make the best of the school environment are all too often considered disruptive and can of course be an unnecessary distraction for those who are suited to school learning. As we grow older, we can all appreciate how little we knew but how much we thought we knew when we were in our teens and providing a stewarded environment from 14 for young people who are better suited to life outside the academic environment would give them the opportunity to take guided steps into the adult world, whilst earning an appropriate level of pay and giving a staffing option to commerce and industry that could make a significant difference to business. Either subsidising roles or supporting complimentary training courses at Tertiary Colleges could still deliver a saving in real terms, whilst providing an investment in the individual, taking them off the streets, whilst supporting British industry with a potentially parallel vocational route to age 21 that would more than adequately make up in time-served experience and the hands-on accumulation of skills for life what academically biased young people gain via a complete route of full-time education.

Reintroduce National Service: With a break or shorter form of Apprenticeship, those young people taking the vocational route could perhaps choose to finish their training in the Armed Services from 18-21, with the option being there as a requirement to attend for all young people not being in education or Apprenticed vocational training between those ages. Those ‘finishing’ training could bring skills from industry that the armed services need at a time that a pool of such experience could be highly beneficial. Either way and however those young people came to join, there is no question that a military grounding would provide a sense of value and self-worth for people who might otherwise never receive it. Such a pathway could open the door either to an extended military career or to the motivation and direction to move forward and make the best of the other opportunities that are on offer to those who value themselves and what they will inevitably gain to do it.

Return to more challenging forms of Exams at 16 and 18: The earlier part of this Coalition Government saw a series of attempts by Education Secretary Michael Gove to reform exams and return to the former O’ Level and A ‘Level or Baccalaureate standards. It’s a desperate shame that he was prevented from doing so as the realities of the flaws in our Education system would quickly become evident and would perhaps highlight just how severely our children are being failed by a system which is currently geared to treating everyone as if they were exactly the same; a system that is benchmarked for its quality not by aspiration, but by the rule of the lowest common denominator. Life is by its very nature challenging and the exams that we take at 16 and 18 should genuinely represent the milestones that they are, rather than just being something that we do. If degrees are to again have the meaning to industry that they once had, it necessarily follows that these checkpoints of the educational pathway should be high on expectation too.

Restructure the way that Higher Education is funded: The Government cannot afford to fund the number of places within Higher Education that the drive to give everyone a degree has required. The fallout from this has of course been the creation of Tuition Fees which in themselves are creating lifetimes of debt for students who may have been a great deal happier taking other routes to learning. The fragility of funding streams has driven many Higher Education establishments to behave more and more like businesses as their focus moves from providing the best education for students to ensuring the survival of the organisations – and the jobs that they provide. This does not contribute to society on a wider level and the focus needs to return to providing the best Degrees possible and not necessarily the ones that generate the best fees from providing them. Bringing the return of value to pre-University level and parallel vocational forms of education would counter much of this, but as with areas such as the NHS and Local Government, there has to be a recognition of the need for overall change as part of a new bigger and reforming picture. This could realistically mean the loss of University Status or even closure for some institutions. But what was really wrong with polytechnics anyway.

Refocus on exam-based scholarship entry opportunities to all private schools for children whose families would otherwise be unable to afford them: Whilst some would happily see the demise of private schools in much the same way as Grammars have all but disappeared, Private Schools should always have their place, if nothing more than to allow those who can afford to pay the choice to do so. However, such institutions should also be available to children who would thrive with the support of such an environment and the schools themselves should be required to make a certain number of places available through exam-based scholarships each year for children who have the academic ability to meet the standards of each specific school, but would otherwise be held back by lack of financial resources.

Stop bringing the blame-claim-culture into schools and let teachers get on with educating: Parents do have a role to play too and I will not be alone in remembering the absolute horror which our parents would experience upon learning that we had been in trouble or had been reprimanded for being disruptive in school. The balance has changed and there is now an unwritten expectation that all children are perfect and that they can never be at fault. The complaints culture and accompanying insinuation that a complaint is just a step away from a claim is paralysing disciplinary standards with the creation of fear on the part of Teachers to act against unruly children who only 30 years ago would have had a string of detentions or worse from the school, along with a right good rollocking from their parents just as soon as they returned home.

Introduce standard educational apps on all electronic devices which will be used by children: Technology and the influence that it has upon us all is marching ahead at a hellish pace. Children are already using tablet computers before they can do many other things. We are currently missing the opportunity to work with manufacturers and potential sponsors to utilise these devices which immediately make fascinated children a captive audience.  The development of standard apps which can be used to develop reading, language and other skills for the benefit of children and that of the education system which will very soon follow could be immeasurable. There is no doubt that Government should be working closely with manufacturers and Companies such as Google, to develop acclimatised software which is included within the operating platform of the machines at the point of sale and makes the very best of the learning opportunity which is literally presented for them there at hand.

Education by its very nature is supposed to assist the evolution of people, rather than becoming a tool which does little more than help a society to regress. Great ideas will not help all people if they are not developed with the needs of every single person in mind and education is currently failing in the UK because the system we have in place today is based on the flawed idea that Equality is about sameness.

It’s time that we stopped trying to force people to change in ways that they simply cannot be changed; accept the good that exists in the real differences between us, and start giving each and every one of our children and young people their very best shot.

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