Talk to any parent and the need to give their children the best chances in life is something most recognise and strive to achieve, within their means. Education and schooling are often at the top of that list. However, there are some serious questions that come to the fore when discussing the suitability of schooling, not to mention the grades delivered, the topics covered on the syllabus and the level of preparedness of individuals for the competitive jobs market around the world.
Such is the requirement for good grades on CVs in these tough economic times that, in cities such as London, competition for places is tougher than ever. It is not uncommon to hear of children as young as three or four receiving tutoring to prepare them to pass entry tests into their chosen pre-schools. This may seem difficult to comprehend for some, but it is a necessity for wealthy, aspirational and ambitious parents trying to secure places for their children in preferred schools.
There is undeniably pressure on schools to perform, but sometimes the academic world can lose sight of the bigger picture. Is the syllabus fit for purpose? Is it current for the 21st century? Does it deliver pupils into the working environment with all the necessary life and business skills they need to succeed?
In the developed world, we are fortunate that pupils no longer rely on a single textbook used by the entire class. They have access, at their fingertips, to more information on any subject than any human has had since the beginning of civilisation.
However, what the world wants and needs are those who can digest those facts and become leaders, entrepreneurs and employee ‘problem solvers’. Are schools doing enough to help, or are they solely focused on their own results and passing pupils up the chain to universities to deal with these issues?
Dialects will disappear in the next 50 to 100 years, as we have already seen in the UK with Gaelic and Welsh. Even French universities are now running courses in English. When did you last speak anything other than English in a business meeting anywhere in the world? So why are schools still teaching languages rather than focusing on cultures? Why are they using up valuable memory when it could be used for something more relevant?
**Considerations**
Education is not just about grades and choosing a school. Serious questions need to be considered, such as: do you want your children to board, and if so, from what age? Do you consider learning Chinese essential to prepare for the business world of the future? Is technology key to your child’s education?
The international element should not be overlooked. More and more children from India, China and the rest of the world are coming to the UK to obtain what is, in their eyes, an exemplary education. This puts additional pressure on the UK system and increases competition for entry. These individuals come to the UK because of the reputation schools here enjoy. They graduate and return home with the name of the institution firmly printed on their CV, and that carries significant weight.
With growing competition for places at schools with strong reputations, there needs to be more strategic consideration, which in many cases falls by the wayside. Which is the best school to provide a holistic education and life experience for the child? All schools must deliver the core syllabus while offering other benefits too: access to sport, cultural studies, music and technology. One should also never forget the networking potential and connections that can be made simply by attending the same school as peers whose parents have already demonstrated success in their own careers.
Good schools deliver good results, but the issue still comes back to the syllabus. Should we be spending hours teaching the history of kings, queens and various bloody wars? Could more be achieved by learning the history of successful businesses, strong leadership and emerging technologies to better prepare students for the commercial world? History has shaped our nation and should not be forgotten, but there must be balance to ensure future generations have the skills and knowledge needed after education. It is sobering to realise that the first year syllabus of a computer science degree can be out of date by the time a student graduates.
Schools such as Wellington are pushing the boundaries of education and teaching methodologies, while Harrogate Ladies’ College has been highly entrepreneurial with the creation of its award-winning HLC Business School. It will also be interesting to see how another school, Avenues, develops.
Its introduction explains: “If ‘local’ schools are the first step in the evolution of schooling and ‘national’ schools are the second step, the decades ahead are likely to bring the third step: global schools. Thirty years from now there will likely be a number of such organisations.”
Its website continues: “Think of Avenues as one international school with 20 or more campuses around the world. It will be one highly integrated ‘learning community’, connected and supported by a common vision, a shared curriculum and collective professional development of its faculty. Every school brochure will say that today’s great schools must prepare students for global life… Modern students must have more than a passing knowledge of other countries. Existing in and working with another culture is the best way to learn about it.”
**Broader knowledge**
These establishments are pioneers of our increasingly networked and accessible world, but they are still not providing a complete solution. Family offices frequently see young people lacking the necessary life and business skills. In some cases, they are expected to take over a parent’s business shortly after university but lack the skills required to do so. In others, there is a sharp drop in self-esteem when graduates enter the working world and realise there is no queue of employers waiting for them with open arms, and that they have little understanding of how to navigate the business environment.
They are not ‘street smart’ and quickly recognise gaps in their real-world skills. But how can career academics be expected to teach those skills?
Life is something of a game, and we all do our best to prepare our children to reach their full potential within it. However, it is vital to remember that every child is different. What works for one child in terms of schooling may not be right for another. Parents must be honest about each child’s needs, make the right decisions for them and help them find an environment in which they can learn and flourish. This, in turn, should help them get the most out of their education, achieve the best grades possible and move onto a clear career path.
Grades are important to an extent, but in reality the choice of school can also open doors through alumni and ‘old boys’ networks. If the best teachers are at the best schools and produce the best results, there is a strong correlation that brings us full circle in understanding why parents strive to send their children to the ‘best schools’. The UK’s leading public schools still dominate many institutions of power and remain overrepresented in the higher professions.
Furthermore, if the education system better prepared future generations with the skills required for leadership and business, there would be less need for additional courses and programmes later in life. The growing number of MBAs and specialist programmes is, in many ways, a response to skills gaps left by mainstream education.
Consider how many academics have been entrepreneurs, then compare that with how many entrepreneurs you know who are undeniably smart. Dyslexia is often treated at school almost like a disease, yet many dyslexics have gone on to be highly successful. Schools might do better to teach the strengths associated with dyslexia rather than focusing solely on its challenges. We must teach our children to be smart, not just academic.
**Work experience**
It is said that if you read two books on a subject, you are an expert. It is also said that reading one book a week on a subject for a year is equivalent to a practical PhD. That may be true, but success does not come easily. It comes from sustained hard work.
Grades help meet minimum criteria when applying for jobs, but individuals can also stand out through volunteering, summer programmes and work experience. These can significantly enhance employability. A strong list of achievements outside the classroom is becoming increasingly important as columns of A\*s grow ever longer on exam results.
Clearly, many of the world’s best leaders and industry figures did not attend the most prestigious schools, yet have achieved remarkable success. Nevertheless, parents will always try to push their children to achieve more, which makes it easy to understand the competition for top schools.
Ultimately, parents must make the right choices for their children and not be afraid to challenge the system at any stage. Education is not just about grades. It is about being smart.
