Art, Algorithms, and Creative Decline: Not Enough STEAM-Power For Educational ReformIn this article we’ll look at the long-term decline of creativity in education, just at a time when employers are going to value those ‘human’ attributes even more.IMPACT OF AI ON EDUCATIONIn the preceding articles in this series, we saw that creativity is perhaps the single most important and unique trait of being a human and how it is essential, because of mental health benefits and future employment requirements, that creativity permeates education and is not squeezed out of the timetable and, indeed, students!However, notwithstanding that essential need, will creativity now work its way up the educational agenda?HUMANS BEING UNDER THREAT FROM TECHNOLOGY IS NOT A NEW PHENOMENONSocially, economically and technologically, our world has been transformed over history, frequently and repeatedly accompanied by widespread panic-stricken predictions of a Wellsian dystopian future and ‘the robots are coming ’.In the Victorian era there were major concerns over the impact on human interactions due to the advent of the telegraph, then in the 1950s there were similar worries about addiction to television and this has been followed by warnings about the world-wide-web…. social media ….. smartphones and now………AI: IT DOES MORE THAN JUST PASS EXAMSThe threats feel more powerful and pertinent today as the impact of AI will be pervasive , decimating many sectors and associated jobs, especially those which require repetition and data-based decision-making, because that’s what computers excel at. With the advances in AI, some commentators believe we have reached a turning point in our intellectual history as a species. ChatGPT can now interact with humans just like a human, in a conversational way, even speaking : challenging incorrect premises, admitting mistakes and rejecting inappropriate requests. For example, AI has the incredible capacity to support students beyond mere fact-finding and we have reached the point where good, and dare I say, plausible, essays and exam answers can be formulated and generated by the tech….in superspeedy time. OpenAI claims that GPT-4 can beat 90% of candidates in the bar exam and 88% of candidates in the Law School Admission Test in the US. These are exams which require cogitation. So, who will be able to tell the difference between a human and technology?The Turing Test is now under threat.Answers to some difficult questions are required: Why are we setting exams when this is something that AI can beat most of us at? Shouldn’t we instead be learning how to use the tech better and how to contribute in ways that augment the contribution of technology?“BEING CREATIVE IS ESSENTIAL TO US, IT’S ESSENTIAL TO OUR ECONOMY”This quote is from Ken Robinson, who we mentioned in the second article; he bemoaned the decline and lack of creativity in education in his fabulous, most-highly-viewed TED talk in history. His engaging presentation called ‘Do schools kill creativity?’ was based on the strategy report ‘All Our Futures’, which he had written for the Government. In it, he criticised education in the UK for too much ‘ conformity’ and ‘ standardisation’ , explaining how creativity and the arts have a lower academic status in schools and yet are so important.Another vocal critic is Python John Cleese who claims that he is ‘ depressed ’ by the fact that creativity, ‘ a subject of such enormous importance is not widely spoken about by teachers’ , exemplified by his ironic lament that he was never told he had a creative streak at school.Did anyone tell you that you might have had a creative streak?THE FIGURES BEHIND THE DECLINEThere has been a steady, consistent decline in the arts and creative subjects in academic curricula. This is reflected in the state sector by budget cuts and, as a result, there is less access for young people to orchestras, art studios, theatre etc. According to the Guardian, t...

How the cost-of-living crisis is shifting UK socioeconomicsWhile the cost-of-living crisis is undoubtedly affecting mental health, it is also prompting behavioural changes – in both positive and negative ways. This article explores how this is influencing socio-economic statuses, as the choices between higher education and apprenticeships become based on our resource needs.Objective socioeconomic status is traditionally defined by our access to material and social dimensions: income, education and occupation. Education has long been linked to beneficial economic outcomes, as it often has a direct impact on a person’s occupation and income levels.Our income establishes our access to desired services, including material goods or pleasant experiences, for example. It has also been linked with a broad array of psychological variables, including social trust, personality and prosocial tendencies. There is increasing evidence to support the view that our perceptions of our positioning in the socioeconomic hierarchy, as a result of our income, have a strong impact on our personal health and wellbeing.All three factors affecting our socioeconomic positioning – income, education and occupation – were heavily impacted by the pandemic. People lost their jobs, others were placed on furlough, education faced immense disruption, and many were struggling with adverse health effects from contracting Covid. Then came the current cost-of-living crisis, which resulted in further strain on our finances, our standard of living and our mental health.With all three factors affected by the pandemic, our society and our standard of living have altered. What is important to us has shifted, the nation’s happiness has taken a hit, and the long-term impact of inflation has undoubtedly impacted consumer behaviour and decisions for the future.THE PSYCHOLOGICAL IMPACT OF FINANCIAL STRAINThe psychological influence of a financial crisis on consumers is significant. For example, the 2008 financial crash led consumers to question their beliefs and attitudes towards purchasing, which resulted in a direct impact on consumer spending, declining savings and increased risk aversion.With tough economic climates often most heavily impacting low-income individuals, due to the cost of basic necessities, such as healthcare, housing and education rising disproportionately to wages, income equality becomes stronger. This means there emerges a wider wealth gap between the rich and the poor, which sees a greater divide between socioeconomic classes.These income inequalities and socioeconomic disparities bring significant psychological effects, as people in lower socioeconomic positions are much more likely to experience increased mental health issues. To tackle this, the government has introduced measures to increase the minimum wage and improve social safety nets, with affordable housing initiatives and support with energy bills.While the cost-of-living crisis has had a big impact on consumer behaviour and mental health, it also has the potential to fundamentally alter the way our socioeconomic systems operate due to widening opportunities.THE PART EDUCATION PLAYSWe know that during financial crises, people tend to become more cautious with their spending. In the past, economic uncertainty, job losses and declining incomes led to a decrease in discretionary spending, as individuals prioritised essential needs and focused on saving money. This often means that those who may want to progress into higher education, may choose not to, as they would prefer to earn than spend money on education.But given the nature of our society and how integrated technology is, there are now new options available. People can now work while studying remotely online, as they don’t need to travel to university. We are also seeing some educational institutions offering mature students payment plans to ensure that they can manage course payments. Some places offer bitesize courses or appre...

Transforming prison educationPrisoners who get a job on release are less likely to reoffend. That’s why HMPPS is transforming prison education to give prisoners the skills for employment when they leave custody.His Majesty’s Prison and Probation Service (HMPPS) is transforming education in prisons to equip prisoners with the skills and training they need to get a job on release, which has a proven link with reducing reoffending rates. Mandy Huggins, Head of Education, Skills and Work at HMP Elmley, tells us more.OUR PRISON POPULATION HAS SOME OF THE LOWEST LEVELS OF MATHS AND ENGLISHIt may not be entirely surprising to learn that our prison population has some of the lowest levels of maths and English, with over 60% at or below the level expected of an eleven-year-old. It’s also no wonder that prisoners typically report negative experiences of school, a truth borne out by statistics which tell us over 40% of prisoners have been permanently excluded from school-age education at one time or another.Figures also show that those who participate in any form of education while in custody have a reoffending rate that is 9 percentage points lower than their peers who do not, and an increased likelihood of getting a job on release. That’s why in HMPPS we’re committed to delivering a quality education service that changes lives and improves outcomes.We are improving prisoner education with a transformed Prisoner Education Service (PES) which aims to improve the numeracy and literacy of prisoners and support their participation in learning. The new service will bring together classroom learning and work-based skills to improve prisoners’ employability and provide them with the skills, knowledge and qualifications that will help them prepare for life and work on release.NEW HEAD OF EDUCATION, SKILLS AND WORK LEADERSHIP ROLE HAS BEEN INTRODUCEDAs part of the reform a new Head of Education, Skills and Work leadership role has been introduced into the prison leadership structure. All those appointed to the role are education specialists with a wealth of experience in education leadership, able to advise prison governors on the design and delivery of a quality education curriculum.I am proud to say I was among the first recruits to the role which was initially trialled in selected prison sites last year. Having seen first-hand the difference we can make I am delighted that the role has now been rolled out nationally across the prison estate.I became a Head of Education, Skills and Work to help raise the profile of education within prisons and give people access to opportunities they might not have had previously.EMPLOYMENT NEEDS TO BE PRIORITISEDIf we are serious about reducing reoffending then employment, and helping people gain the education and skills they need to get a job when they are released, need to be prioritised. Just like my counterparts across the prison estate, I’ve worked with my team to look at the needs of our prisoner cohort and make sure our curriculum offers them the best opportunities to progress. We’ve seen a rise in the numbers attending learning with some who have never engaged with education before turning up with a desire to better themselves and improve their future outcomes.The new Prisoner Education Service will provide people in custody with a tailored learner pathway from the moment they arrive. Prison is about rehabilitation and that means equipping people with the tools to live independent and crime free lives on release. That journey starts straight away.THE ULTIMATE GOAL IS FOR EVERYONE’S LEARNING PATHWAY TO LEAD TO EMPLOYMENTThe ultimate goal is for everyone’s learning pathway to lead to employment when they leave custody. We have strong links with employers and work with them to understand the skills they are looking for, as well as gaps in the labour market so we can prepare people with the right skills and training.It’s an amazing feeling when someone leaves custody with a job offer and to see the sense...

Investing in the Sector of the Future at the FE CollectiveA general election looms on the horizon. In normal times, we would collectively be calling for additional investment into the education and skills sector, which we all know would make a material difference to outcomes for individuals, and the economy.However, despite a wide body of evidence demonstrating that investment in skills will reap long term rewards through raised productivity, we must acknowledge that politics has changed immeasurably over the last couple of decades.Since the 2008 financial crash, the prevailing narrative has been that it is irresponsible for Government to borrow to invest. After years of austerity, and attempting to reduce the deficit, both major parties appear to be committed to a set of fiscal rules that mean that additional money is hard to come by.Of course, additional funds can be raised through taxation, but again both parties are currently reluctant to commit to any tax increases ahead of an election.ENGAGING WITH THE GOVERNMENTSo, we find ourselves in a position where we must be realistic. If we are to seriously engage with Government, it is not a case of asking for further investment, but rather looking carefully at where existing resources are deployed, and thinking about whether we can do things differently within existing budgets.The announcement of the Advanced British Standard at the Conservative Party Conference indicates that the government are planning to invest an initial £600m to support teacher recruitment and retention and help more students pass maths and English GCSE. These are all admirable aims, but we must view them in context of reforms since 2016, taking into consideration the fact that £918.5m has already been invested in the T Level programme between 2017-18 and 2022-23 .PLANNING FOR THE LONG-TERMThis speaks to the issue of planning for the long term. Organisations such as the Federation for Education Development have called for a ten-year plan for education. The need has never been greater. In a time where funding is hard to come by, having and sticking to a coherent, long-term plan should be a core principle to ensure that public money is spent effectively.Many of the problems in the education and skills system are long-term issues and well understood – too many learners are let down by the system and fail to achieve the standard in English and maths, with consequences for their careers and long-term outcomes. We are unable to attract and recruit enough teachers, particularly in FE. We know that many adults will need to retrain in a rapidly changing labour market, but the numbers of adults engaged in skills programmes remains low.WHAT CAN WE DO?Too often, we have seen Governments introduce ‘top-down’ reforms, setting out their vision before they have engaged with the sector and without enough focus placed on the feedback that come from consultation.Imagine what could be achieved if those of us who work in the sector come together to co-develop solutions? If we could pool our expertise and look at issues form a range of perspectives, I truly believe that we could produce workable, value for money solutions that would attract support across the sector and across government.The FE collective provides us an opportunity to think differently, collaborate and explore where investment would make the greatest impact. As we approach a general election the timing could not be better, and I am so excited to see how this movement develops.By Michael Lemin, Head of Policy at NCFE

Digital exclusion in prisons is a catastrophe in waitingWith Friday October 13th marking the International Day of Education in Prison, the founder of digital learning company Coracle has said that we must act now to ensure our prisoners have the skills to operate in a digital world.I’m James Tweed, founder and managing director of digital learning company Coracle . We provide inmates at 86 prisons in England and Wales with access to education in their cells. I believe that failing to educate our prisoners in digital skills is a catastrophe in waiting.With Friday October 13th marking the International Day of Education in Prison, I want to make the point that we must act now to ensure our prisoners have the skills to operate in a digital world.My team at Coracle and I are on a mission to tackle digital exclusion. Earlier this year, we won a King’s Award for Enterprise for promoting opportunity through social mobility.My company’s tech platform means prisoners can safely access content from organisations such as The Open University, Prison Education Trust and the Aim Awards without using the internet.We’re one of the few companies permitted by the Ministry of Justice and HM Prisons and Probation Service to provide prisoners with laptops for education.We recognise at Coracle that many of our prisoners are re-entering a very different society to the one they left behind. It’s clear to us that the level of digital exclusion we’re seeing right now is causing a serious divide in society.Many of us are enjoying the benefits and opportunities provided by the digital age. But what is also painfully obvious to anyone working in prison education is that a sizeable part of the population is being left behind. This gap is only going to get wider unless we ensure everyone is able to gain digital skills.Many prisoners lack even the most basic of digital skills. I’ve met inmates who simply don’t know how to move a cursor on a screen, others who cannot fathom a mobile phone.These are people who leave prison without the ability to do simple day-to-day things such as access a bank account online or fill in a digital benefit application form, activities which most of us would now take for granted.A lack of digital skills can and does lead to reoffending. Former prisoners just don’t know how to survive in a digital world so they return to their old neighbourhoods and associates and get drawn back into crime. Watching this exclusion increase when you understand the implications is horrifying, it’s like watching a ticking time bomb.International Day of Education in Prison falls on Friday 13th this year, perhaps a fateful sign that we fail to educate our prisoners at our peril. But we’re working to change that for good.The Ministry of Justice’s own figures show that reoffending currently costs taxpayers over £18bn a year. Yet we could educate all prisoners for a fraction of that amount.By providing inmates with access to laptops which they can use in their cells for learning, we can reduce reoffending by helping prisoners gain the skills they need.But more than that, we can also offer hope. We have this treasure trove of new technology which can help people to develop skills, and to become more innovative and creative, but we aren’t doing enough with it.Many prisoners I’ve worked with are keen writers or artists and have a unique take on the world. We need to do more to help them develop these skills. By doing so, we could ensure they leave prison with a very different mindset to the one they went in with.Gaining creative skills can build a sense of purpose, hope and inspiration for the future. Employability is not just about learned skills, but also about having the initiative to think outside the box and problem solve in an innovative way.Our offline virtual learning environment can be supplied to a prisoner for as little as just a few hundred pounds per year. We could affordably provide all prisoners with access to education via a laptop and help...

Empowering Women Returners: Bridging the Gap in Further EducationWomen returners face significant hurdles in their quest to reclaim their careers. By recognising transferable skills and experience, alongside a flexible and tailored approach we can finally bridge the gap.In today’s ever-evolving job market, we are at a pivotal moment where attracting diverse talent is not just a virtue but a necessity.Despite how society has advanced, one group of potential professionals still faces significant hurdles in their quest to reclaim their careers and contribute significantly to the workforce – women returners.Every year, 19% mothers leave the workforce altogether [i] , most often because their work cannot offer any flexibility, or they cannot afford childcare. For primary caregivers, the demands of juggling responsibilities without workplace support, all too often take their toll. I believe having a baby should enhance not halt your career and the many (new) skills from parenting should be recognized at interview and in the workplace.Out of the thousands of women I have met over the years, very few are looking for a nine to five role. Access to flexible hours, remote work options and family-friendly policies can all help to attract and retain these women into the workforce. The stats show that 98% of mothers want to work, and we need to do all we can to make this happen.The inclusion of women in the workforce is not just a matter of social progress but also a vital driver of economic prosperity.A higher employment rate among women ultimately contributes to greater household income, boosting consumer spending and driving economic growth. Women returners contribute to a more diverse and skilled workforce, leading to increased productivity and competitiveness in industries across the board. Still only 30% of employers say leaders in their organisation are completely committed to having a diverse workforce, while a mere 9% of employers have focused on improving inclusion and diversity with respect to social mobility/socio-economic status in the past five years.If more women join the workforce, that increased financial independence will lead to greater investment in education, health, and entrepreneurship, creating a ripple effect of economic benefits that support society as a whole.1.47 million women aged 16-64 were classed as economically inactive in October to December 2022 because they were looking after their family or their home. There lies a huge opportunity. Comparatively less than 200,000 men were doing the same.THE RETURNERS’ CHALLENGEReturning to work after a career break, whether it’s due to raising a family, caregiving, or personal reasons, can be a daunting task for anyone, regardless of gender. However, women tend to face unique challenges.Re-entering the workforce can seem like an uphill battle against a lack of confidence, and outdated skills. Now it a great time to shift our focus to the incredible assets that women returners can bring to the party and how we can integrate these key group into the labour market.And the world is changing. This year there are 4.4million people in the UK on flexi-time employment contracts, compared with 3.22 million ten years ago. The pandemic was an unexpected catalyst of change. The definition of flexible working according to gov.uk is ‘a way of working that suits an employee’s needs, for example having flexible start and finish times, or working from home.’ And that isn’t an off-the-shelf solution, it needs to be tailored. On average about 19% of employees are looking for a new job at any given time. When thinking about a new job 71% say being able to have a flexible working pattern is important.For an employer especially SMEs, this bespoke approach is challenging to facilitate, and communication is key; but by shifting the focus away from time spent working and towards the productivity and outcomes of each employee, and setting clear expectations it can, and does, work.SO WHAT CA...

Fostering Innovation and Leadership: The Power of Government, Industry, and Higher Education CollaborationToday’s world is complex. The trifecta of government, industry, and higher education is proving to be an indispensable force that fuels innovation, shapes talent pipelines, and cultivates mission-driven leadership for a sustainable future. This dynamic collaboration not only drives economic growth but also propels societies toward greater advancements and progress. Here’s a closer look at how this type of collaboration can transforming the landscape of innovation and leadership.PROMOTING INNOVATION THROUGH SYNERGYInnovation stands as the cornerstone of progress, promoting progress, and advancing nations with groundbreaking solutions to complex challenges. The synergy between government, industry, and higher education is pivotal in fostering a culture of innovation that transcends boundaries and transforms ideas into tangible realities.Government initiatives provide essential funding, regulatory support, exposure to real-world problems and frameworks that create fertile ground for innovation to flourish. By collaborating with higher education institutions and industry leaders, governments can harness the expertise of academia and the practical knowledge of industries to tackle pressing issues, from healthcare to climate change. This combined effort results in research and development that yields cutting-edge technologies, novel approaches, and game-changing solutions.FILLING THE TALENT PIPELINEAs industries become increasingly specialised and technology-driven, the need for a skilled and diverse workforce is paramount. This is also the case for governments and civil services globally – the challenges are the same: more reliance on technology and doing more with less at all levels from local to national . Collaboration between government, industry, and higher education plays a crucial role in nurturing and equipping the talent pipeline to meet evolving demands.Higher education institutions act as incubators of talent, equipping students with the skills, knowledge, and critical thinking required to excel in various industries. Collaborating with government and industries provides students with real-world exposure , practical experiences, and insights into the demands of the job market. This alignment bridges the gap between theoretical learning and practical application, ensuring graduates are job-ready and equipped to contribute meaningfully to their chosen fields.Government-higher education partnerships also contribute to shaping education curricula that align with industry needs. This proactive approach ensures that graduates are equipped with relevant skills that directly address the demands of a rapidly evolving job market.IMPRINTING A MISSION-DRIVEN MINDSET TO FUEL ENTREPRENEURSHIPLeadership is not just about steering organisations; it’s about inspiring change, shaping values, and driving positive impact. The collaboration between government, industry, and higher education enables the cultivation of mission-driven leaders who are equipped to navigate complex challenges with purpose and vision.Government policies and regulations set the tone for corporate responsibility, sustainability, and ethical practices. By partnering with industry and higher education, governments can impart the importance of these values to the next generation of leaders. Higher education institutions embed these values in their educational framework, fostering a culture of social responsibility and ethical leadership.Industry leaders, in turn, offer mentorship, internships, and experiential learning opportunities that expose students to real-world challenges and solutions. This interaction not only equips students with practical skills but also imbues them with a mission-driven mindset , instilling a sense of purpose that guides their future decisions.THE JOURNEY AHEADThe alliance between government, industry, and higher education is a ne...

The Role of AI in Enhancing Employability Services: Strengthening Human Connections through TechnologyEmployability professionals connect jobseekers with jobs through trust, built on respect and mutual growth. Whilst AI can supplement and enhance human-focused services, can machines truly understand human potential and ambition?Employability professionals play an essential role in bridging the gap between jobseekers and their dream positions. At the core of this relationship is trust — a bond built through understanding, respect, and a mutual desire for growth. However, with the rise of AI and technology, questions emerge about how these advancements fit into the traditional employability landscape. Can machines ever truly understand the nuances of human ambition and potential? Here, we explore how AI can not only complement but also enhance the human-centric services offered by employability professionals.1. STREAMLINING ADMINISTRATIVE TASKSProbably the most obvious immediate benefit of AI in the employability sector is its potential to automate repetitive administrative tasks. By doing so, professionals can focus more on the ‘human’ side of their roles, such as building relationships and offering personalised advice. AI-driven platforms can schedule meetings, sort through large databases of CV’s, administer contractual records of meetings and and even match jobseekers to potential roles based on keyword analysis.2. DATA-DRIVEN INSIGHTSAI’s analytical capabilities mean that it can process vast amounts of data quickly. This can provide employability professionals with trends, patterns, and insights into the job market, helping them understand which sectors are growing, which skills are in demand, and where there might be talent shortages . This real-time data enables professionals to offer more informed advice and tailor their services accordingly. It can also deliver data around the nature of challenges faced by jobseekers at any given time and if any trends in referrals are becoming clear.3. PERSONALISED LEARNING AND UPSKILLINGAI-driven platforms can offer personalised learning experiences for jobseekers. Based on an individual’s existing skills, aspirations, and areas of interest, AI can suggest relevant courses, workshops, or resources. This ensures that jobseekers are always learning in alignment with market demands, increasing their employability.4. ENHANCED ENGAGEMENT THROUGH VIRTUAL REALITY (VR) AND AUGMENTED REALITY (AR)VR and AR can be employed to create realistic job previews or simulate work environments, offering jobseekers insights into roles and industries. This not only aids in decision-making but also ensures that jobseekers have realistic expectations and are better prepared.5. AI-POWERED INTERVIEW PREPARATIONSAI-driven platforms can simulate interviews, offering job seekers a chance to practice and receive instant feedback. This feedback, based on thousands of previous interviews, can guide jobseekers on body language, voice modulation, and content, ensuring they’re fully prepared when it counts.6. EMOTIONAL RECOGNITION FOR BETTER FITSome advanced AI platforms can analyse facial expressions and voice modulations during interviews. This data can offer insights into a candidate’s emotional state, their level of comfort, and their genuine interest in a position, ensuring a better fit for both the employer and the employee.CONCLUSION: HUMAN-AI SYNERGY IN EMPLOYABILITYWhile the potential of AI in the employability sector is vast, it’s important to recognize its role as an assistant rather than a replacement. The human touch — empathy, understanding, and genuine connection — remains irreplaceable. AI is a tool that can provide efficiencies, data, and services, but the real magic happens when humans use these tools to strengthen their bonds with one another.The integration of AI doesn’t mean the diminishing of human value; rather, it’s an opportunity for employability professionals to leverage technology, e...

Pestalozzi To Present: Head, Heart And Hands Shaping Education Through The AgesIn this second article in the series of four on creativity in education, we shall probe into the key personalities behind the history of creativity in education and why it is important for young people to be creative at school.A VERY BRIEF HISTORY OF CREATIVITY IN EDUCATIONCreativity has had an active and flourishing part to play in educational history. In Ancient Greek civilizations, philosophers like Socrates and Plato were big believers that education should encourage critical thinking, questioning, and exploration of ideas and emphasised the importance of nurturing well-rounded individuals with creative thinking skills.During the Renaissance and Enlightenment periods, there was a renewed focus on individualism, curiosity, and creativity with the legendary ‘thinkers’ like Leonardo da Vinci embodying the idea of combining artistic and scientific creativity.In the 1800s, Swiss Johann H. Pestalozzi, referred to as the ‘father of modern education’, was a significant figure in the promotion of creativity in education . He proposed a holistic and child-centred approach to learning, emphasising the importance of the arts in order to recognise its link with emotions, social well-being and cognitive abilities. He also emphasised the value of play in the development and inner growth of the child.Pestalozzi believed the ‘whole’ child should be trained physically, psychologically, and emotionally, known as the Pestalozzi principles of ‘learning by head, heart and hands’, and was also a proponent of the advancement of good character and morality. The former pastor developed the ‘Pestalozzi Method’, in which he argued that children should learn through play and participation in ‘experiential learning’ using activities such as drawing, writing and music, supported by lots of outdoor tasks including physical exercise, trips and so on, leading to a ‘well-rounded’ education. At the heart, he encouraged critical thinking and creativity.Johann H PestalozziThen in the late 19th and early 20th centuries, educational reformers like American John Dewey , influenced by Pestalozzi, advocated for ‘student-centred learning’ that focused on experiential learning, problem-solving, and creative expression.Dewey believed that education should enable students to think critically and apply knowledge in practical ways. Art education was viewed as one of the conduits to foster creativity. He favoured reducing the restrictive rote learning style of teaching and replacing it with direct experience, inquiry and play . The like-minded visionary Friedrich Fröbel, founder of the kindergarten, believed that play and creative activities were essential for early childhood development; like Maria Montessori and Rudolf Steiner, he introduced alternative educational methods that emphasised creativity, curiosity, individuality, and hands-on learning.THE IMPORTANCE OF CREATIVITY FOR YOUNG PEOPLE TODAYAs we have seen, there has been a lot of heavyweight and thoughtful academic support for creativity in education through history. However, it is recognised to be a complex, difficult skill for children to develop.Although, rather worryingly, there has been a steady decline in creativity in young people, research has shown that personal creativity has the potential for long term benefits, not just for the individual to flourish in all domains of life, from personal development to professional success, but also for society to improve through innovation.The creative life path begins in childhood and the process must start at school. At a young age it can spur emotional development as children, through trial and error, exploring and developing life skills, in particular learning expression through arts and music. One of the loudest advocates for creativity in education in recent years, through his book ‘ Out Of Our Minds: Learning To Be Creative’ , has been the legendary Sir Ken Ro...

Rishi Sunak announces a new qualification, the Advanced British Standard, throwing planned qualification reforms into disarray. I question if this is the right way to improve vocational and technical education.Before I start, I am fully cognisant of a theme developing through my articles. In many respects, I would rather not be using the precious small amount of spare time I have on a weekend feeling inclined to put metaphorical pen to paper and comment on policy again. I certainly did not anticipate another article on the subject quite so soon after the last.Constant reformOne of my biggest issues with FE over 25 years of teaching, assessing, managing and leading teams, is the constant reform. It disrupts learning, increases workload for teachers and never actually solves the question it intends to ask (See the latest report by Tom Bewick and Matilda Gosling’s Running to Stand Still for example).As with the HS2 question and subsequent concern, business in general performs best when things are planned and predictable and not subjected to avoidable turbulence. Education is no different, stability is crucial to success, allowing for strategic planning and giving time for operational embedding and organisational cultural shifts. We need time to stop, plan, consult, implement, reflect and change. The seemingly innocuous statement of ‘delivering maths until the age of 18’ for example, despite the good intention, is no more easily realised than solving the staffing crisis in the NHS. One does not simply hire and fire maths teachers on a whim, it takes a longer term strategy to produce skilled teachers, and an even longer one for skilled and experienced teachers. Small consideration, huge impact.Making decisions on qualificationsDecisions on qualifications should be based on data and valid and relevant research. They should involve all stakeholders (including teachers, hint, hint). They should be built on a solid framework that is realistic, achievable and purposeful. They should certainly not be mired in fluffy language, subjective expectations, weak structures, or based on anecdotes – this benefits no one, increasing workload and diluting intended outcomes or worse, missing them entirely. As a wise person once said, ‘The nicest thing about not planning is that failure always comes as a complete surprise’.Once a decision is reached, it should be tested. Piloted. Does it work? Does it need tweaking? Is it an unmitigated disaster? Is it a delightful success? Simply launching something new without listening to experienced people is a recipe for failure and results in instances, such as the T Level, where course specifications were released far too late in the academic calendar for practitioners to design a coherent programme. Much of the negative impact of the T Level could have been designed out, and criticism from organisations like Ofsted could have been mitigated. The conversation could have been very different.ConclusionBut all of this now seems moot. The announcement of a new qualification, should of course it ever happen, seems to wipe out the T Level reform before it has even been rolled out. It suggests that the next level of reform, the Alternative Academic Qualification, announced in January this year, is now also under threat before we’ve so much as seen a draft. With Applied Generals going, uncertainty over the T Level, the AAQ maybe or maybe not happening and no solid information on sub-level three reform, I would say we are firmly in the middle of that turbulence now.If the new qualification goes ahead, we need some of this thought, time and planning to happen before we rush in with ideological priorities. I remember starting in education and colleagues referring to this thing called the NVQ as the, ‘Not Very Qualified’ qualification. I hope that this new qualification doesn’t end up being referred to as ‘A BS’ qualification.By Neil Sambrook, Director of Faculty for STEAM at Walsall College