The Observer today (4 September 2011) asks How do we make our schools fit to face the 21st century? This is a massive question, then broken down into sub-set questions; and once again we learn the expert view is that the answer is, ‘incrementally’. How, asks Yvonne Roberts, can more schools to be imaginative, and teachers ‘liberated’. What’s the key to this sort of change?
Is there is a sense of identity within almost every profession which is about claiming the centre ground and most prominence / influence for the specialist skills of that particular group of practitioners? … about power and control when all is said and done?
And does this almost inevitably result in fuzzy, generic skills being put aside or simply going unnoticed by those who prescribe what is to be studied for admittance to their profession?