Education Overhaul

Education & Skills
1

Presently. Education focuses a lot on what to think, and not how to think. The scale of this in the UK is hard to measure compared to the USA, so this one is operating under the assumption that it is equal or at least somewhat as bad.

That being said my suggestion would remain.

Education as it stands appears to be very bad at discovering Talent. We need to ensure Talent can be discovered and nurtured more effectively. Research on this should be carried out and pursued.

Secondly, a focus on political theory in certain age groups would be recomended. Not to teach ideology, but to recognize ideology and understand how opposing ideologies are, not which one is correct, but, which ones have had success vs failure, the specific and true history.

For example, it is Absurd that many British people do not know that Nazism is a Radical left wing ideology. Or that Nazism and Fascism are different.

The Allies simplified all of the Socialist ideologies by simply calling them all Fascism. Including National Socialism, communism, and Fascism itself.

This should be Taught.

Bringing me to this, key subjects

Certain key subjects should have dedicated lessons.

British History: Focusing on the accomplishments of our nation, and its bad actors. To show every nation no matter how great has its bad actors, but they are not speaking for the totality of the nation and its success.

five hundred years of glory is not ruined by one individual.

I would also recomend including a dedicated course on Mad Jack Churchil.

Every Boy should know about this badass.

A British Culture class. Teaching specifically about British Culture, everyone should be able to point to the many things that make up British Culture.

From food, to theatre, to our political nature.

Iā€™m sure many people have ideas for types of classes that we could include, why not suggest some?
While we do not wish to bombard children with too much information, there is a lot of waste we can swap out to introduce this more healthy study.

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2

A key thing lacking in UK Education is Debating skills. For years America has been teaching this so why not here. If schools taught this it would follow that pupils would learn how to research, how to form and understand opinions and ultimately debate them. With these skills they will learn that there will always be different viewpoints that need to heard and not just live in echo chambers. We need to stop the Cancel culture and empower free thought, speech and cultivate are next generations into productive members of society.

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3

Debate would be a very useful thing to see in schools and collages at each level. Doesnā€™t even have to be political it can be used for subjects all across the board.

4

I would say that the Trivium (Logic, Rhetoric and Grammer) should all be taught as they have been in the west since the ancient greeks up until basically yesterday.

Grammar allows people to formulate their thoughts more clearly. Knowing how to formulate and communicate ideas clearly and concisely is under appreciated.

Logic allows people to understand when poor arguments and inconsistencies are used on them. e.g. ā€œX group is 10x more likely to be arrested the police must be racistā€ ā€œwell at what rate do they commit crime if it is >10x the average they may be under representedā€

Rhetoric, most important in todays world, not only tells people how to debate, but what debate tactics and fallacies are being used on them. Harder to be convinced by an appeal to emotion when you can point it out.

These combined allow people to learn how to think, as little as 100 years ago 12 year olds would have be leaving school knowing this.

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5

Children should be taught about bias and about how to think for themselves, do their own research, use logic and problem solving skills. They need to learn to use sources with different biases so they can work towards a clearer understanding of the ungarnished truth.

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6

I think youā€™ve got things back to front. The progressivist agenda is to teach kids how to think without giving them knowledge in the first place. Can you teach me how to think?

7

I agree entirely with this. I deal with apprentice electricians at the very end of their apprenticeship. Theyā€™re at least twenty years old and the majority can barely string a technical sentence together. Goodness knows what they are like with customers.

8

If the apprentices in my local garage are anything to go by, dreadful. One of them misspelled ā€˜Ford.ā€™ Just as well I wasnā€™t driving an Armstrong Siddeley.

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9

Totally agree with this. There should be education on how the country is ran so more people are inputting from a place of knowledge and experience rather than media rhetoric. Further to the debate skills and political history and information, I think we need to look at diversifying pathways young people can take. For example a school based on skill and not just memorising formulae or academics. I reckon a lot of young people would choose to do occupation related courses rather than sitting through subjects with ā€œno real life applicationā€. Something like an apprenticeship but school based, the theory in the classroom and the practical nature in the workplace. Giving them experience early on. Actually making the education what its supposed to be, giving young people skills for the workforce to excel. Most apprenticeships for jobs are around 12 to 18 months imagine how many you could get done in the 11 to 18 year old range, especially if you scrap the push to study useless things in University.

10

I agree the Education needs a overhaul.

ā€¢ what happened to teaching skills ?
( cookery, metal work, wood work, trade skills.)

ā€¢ British culture/religion/history, where did that go ?

ā€¢ Educational British culture/history trips to be added.
(Visiting castle/museum ect)

ā€¢ how about teaching life skills?
Most donā€™t understand what bills we have to pay ? Ie council tax, gas bills, insurance ect ,what responsibility we have to live. Ironing, washing, cleaning, just life skills.

ā€¢ I agree on finding talent and promoting, wether itā€™s hand skills, written, verbal or sports and art creator. Itā€™s a talent.

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11

According to the official data,for 2022/23, the UK government paid Ā£7,460 per pupil in England to be educated. With an average of 22.3 children per class in secondary school - they were higher for infant and primary schools - that equated to Ā£166,358 per class compared with the average teacher pay of Ā£39,570. With more than 20 children, there is supposed to be an assistant to help, where the average pay is Ā£23,660. This makes little sense, as, for 2.3 extra children on average (11.5%, the government is paying 60% more. Putting that to one side, however, this leaves just over Ā£103,000 unaccounted for per class per year. It turns out that most of that goes to civil servants and local authority administrators, which, as far as I am concerned, are a detriment to education. The government should scrap these civil service and local authority administrator jobs, and pay the full Ā£166,358 (less building etc) to the teachers. That way, after a few years, we will start to get very good teachers. Secondly, it will free up these idiot civil servants and local authority administrators to get a real job in the private sector where they can respond to reality rather than stupid philosophies and ideologies. Thirdly, we must shift to a voucher system where the parents have the right to decide where their children go to school determined by results, so we introduce ā€œprice discoveryā€ through giving parents that control, and obviously schools can compete for the funds with quality of education and results. We must start teaching our kids real world values, rebuilding intellectual capital which has so sadly been eroded by these idiot politicians and their socialist / romantic philosophies of life which, not creating the utility to pay for themselves, are at the expense of capital destruction.

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12

Wholly agree. That would yield real value for money, tax payers money. The Local Authority administrators are a total waste of tax payers money and their interference is often the cause of more harm to children than good. The school should have the whole amount and use the money for good teachers, good education and teaching resources for not wasted on local authority administrators.

13

We need to reintroduce morning assemblies across all schools, returning England back to Christian values. We must also have a class on civics - the English constitution etc - and, perhaps most importantly of all, lessons teaching people that there is a real cost to everything and any allocation of capital other than in accordance with the utility it creates is at the expense of capital destruction, including human and intelectual capital. In that way, we start to reverse the Road to Serfdom, or Long March of Corrupt Ideas through the Institutions, which are effectively, those values that come from big government disassociating jobs and ideas from the utility they create, i.e. disassociating peopleā€™s morals and understanding from real world values. If we can force a proper class on real values, then all this socialist nonsense will be seen for what it is, a corruption of reality.

14

I think we should split education into two categories at school age.
Practical education and academic education.

Teachers should be able to identify which students are better academically and those that are practical, by the time they are beginning to study for GSCEā€™s.

We should have a percentage of schools that are set up and staffed to offer a practical based education for those students who are better suited to learning with their hands, experiences and a curriculum that is based on real world scenarios which they can relate to.

Other schools should be set up for the academic students. These schools would be the ones to set up students for higher education, such as universities.

It is absolutely bonkers, trying to teach a child who has no interest in the subjects being taught. Itā€™s also bonkers to measure the success of a child by whether or not they have managed to pack them off to university. A degree is absolutely worthless to someone who has no desire to work in an office or a field that requires a degree. It is a waste of their time, money and prospects.

What we should be doing in tailoring the curriculum to suit the children. We need to have a change of focus on what is success. Personally I believe that a practical child, finishing school, getting an apprenticeship in a trade and becoming an electrician, for example, is a greater success than sending them off to uni to get a mickey mouse degree in tourism studies.

I think this approach would engage with students who are currently slipping through the net and ending up jobless. It would also improve their self esteem and give them a feeling that they are capable of becoming something of themselves and have the ability to generate a respectable income.

It would also help out the education system by removing the trouble makes and disruptors from the class rooms. These kids only behave like this because they arenā€™t being engaged with, they donā€™t see any value in the curriculum that is being taught to them. Give them something that interests them and something that has a clear, beneficial usage for later lifeā€¦ they will engage with it.

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15

Good point. I fully agree.

Talented children does not mean only those with academic ability. Some children have valuable inherent talents such as sports, music, arts, and other valuable practical talents for e.g., mechanics, construction, nursing, business and entrepreneurship (especially the UKā€™s finance/banking industry) etc. Secondary schools with a focus on particular specialist talents with specialist teachers for talent development should be encouraged.

With regard to children who are regarded as ā€˜disruptiveā€™, often this is due to the curriculum which ignores their talents. Often they are bored because their inherent talents are not being honed and developed. Thus, they arenā€™t being stretched and engaged because they canā€™t see the point of school and working toward an end goal. Devil makes work for idle hands, so relieving the boredom of pointless subjects for the youngsters with a chosen and wanted end goal, will likely reduce the number of children being labelled ā€˜disruptiveā€™.

Remember that the 1950s and 60s generation were out being productive and earning their own money by age 14 - weā€™ve infantilised our youngsters now who are compelled to say at school until theyā€™re 18! But 14+ year olds are as adult as those of us who went to work in the 50s, 60s and 70s.

Need to have vocational specialist education for those over the age of 14.

16

I like the Finnish education system which ranks highly in the world. The learning is play based up until seven years. Teachers are required to have a masters degree along with pedagogical studies and teaching practice. It is frustrating to see so many stupid teachers in schools where my children have gone to and where I have worked. I degress.

Finland also has free higher education, like we used to have. I believe we should go back to universities being for the exceptional students for free. Tony Blair opened up the universities to stupid people who have become part of the woke mob. Maybe this was his plan all along? No, I think it was because he cared about equality! Heā€™s such a nice guy.

In Finland parents do not move houses to get into good schools, they trust the education system and all schools are equally good, even in bad areas. House prices are therefore not affected by schools.

Yes to teaching culture, history, debating, politics etc

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17

We should bring back the grammar school system to identify those who are academically better.