Today, the Federal Education Minister, Julie Bishop, put forth a proposition that the Education system be federalised and standardised.
To me, this makes a lot of sense. Why not go for a standard leaving certificate at the end of school. Standardise the entry age for primary school. Remove departmental duplication across each state, and ensure that study is universally tranferrable.
I do, however, object to the subtext in the Minister's argument. She claims that the curriculum has been hijacked by ideologues (presumably, those left-wing intellectuals?), and that some of the teaching comes straight for Chairman Mao. The reference to Mao was dropped from her actual speech, but was present in the media release.
Bishop seems to be running two lines on this - one about efficiency, and one about changing the sylabus to what she describes as a "back to basics" approach - removing the supposed left-wing, contextualised bias. She cites Universities having to run remedial english courses for undergrads. These criticism are primarily in reference to History and English.
It seems like the Government wants to take the education system back to a rote learning system - read this, tell me what its about. In the case of English they say that Shakespeare, for example, should not be reinterpreted witha feminist reading, or a Marxist reading, etc. Rather, they should focus on exactly what the text says. Similarly, History should be a chronological narrative, not a series of thematic occurences in human experience. This sounds to me like a dumbing-down of the syllabus - tailoring to the lowest common denominator.
Even though it was quite challenging at the time, I really think the new English Syllabus was quite good, in that it forced a very critical approach to texts. The "comprehension" (which I believe is really what "back to basics" means), was assumed, and we were encouraged the think about texts (both past a present), in terms of how they relate to a variety of contexts. This sort of critical thinking (and I don't mean to sound elitist) may be beyond some, and potentially, this can result in some people attaining a lower standard of literacy at completion. However, there is much to be said for contextualisation and critical thinking. Personally, I found it made me think a lot more about messages being passed in the modern media. I subconciously begain to critically analyse movies as I watched them, rather than treating them as pure entertainment. These are more important life skills than the ability to recite the definition of "past participles", "pronouns" and "adjectives". If there are people struggling and indeed not meeting basic literacy standards, this should be factored into the already-tiered system of English (at least in NSW). Perhaps offering Standard English at an "easier" level is the way to go.
Today, people face a flood of information from a wide divergence of sources, and many of them not "official". The ability to read the subtext and determine the contextual meaning of messages is more important than ever. The same applies to history. Rather than recite events (which tend to protect the bias of the historical "victor"), the ability to judge world events in terms of context and a variety of perspectives helps in making better decisions for the future.
The cynic in me might say the the Governments stance on this is about further reducing accountability. They want to move to a more "Americanised" model, where the general population is largely uncritical and intellectually disengaged. This has always helped conservative governments. Howard has always been uncomfortable with intellectualism, since reduces the power of the encumbent. The era of "basic standard" education seems very Thatcher-esque at this point in time.
So - standardisation of curriculum, subjects, grades and starting years - absolutely. Changing the syllabus to a "basic skills" approach? Absolutely not. Particularly, since this government is intent on putting its conservative badge on everything it touches.
Thoughts? Over to you! And please drop a comment if you do read this!
The proposal appears to be based on the concept that a uniform religious guidance counsellor can be provided at the institution.
I know at the school I attended, it would simply be impossible to provide a guidance councillor that would do the job for all beliefs and faiths. In fact, in religious terms, most state schools are broken up into such mixed religions that no one religion is practised by more than 30% of the students. Therefore, any "guidance cousellor" provided would essentially be catering to a minority.
It has been suggested that to recommend such funding available to schools who choose to take it is only catering to rich private and religious schools. As effectively, they are the only schools that force uniformity of religion onto their pupils, I tend to agree.