tag:theconversation.com,2011:/global/topics/continuing-professional-development-9642/articlesContinuing professional development – The Conversation2019-10-14T11:42:44Ztag:theconversation.com,2011:article/1248802019-10-14T11:42:44Z2019-10-14T11:42:44ZEmployment disruption ahead: Three ways federal policy can help workers<figure><img src="https://images.theconversation.com/files/296499/original/file-20191010-188819-h1cz3c.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">NDP Leader Jagmeet Singh speaks with construction workers who stopped to listen to his speech in Essex, Ont., Sept. 20, 2019. </span> <span class="attribution"><span class="source">Adrian Wyld/THE CANADIAN PRESS</span></span></figcaption></figure><p>If <a href="https://www.cbc.ca/news/business/jobs-economy-election-1.5298115">the economy</a> is a key issue this election, a central issue parties need to urgently address is the long-term employability of workers. </p>
<p>Beyond higher-profile election promises like the NDP’s proposed <a href="https://www.theglobeandmail.com/politics/article-jagmeet-singh-rolls-out-promise-heavy-ndp-platform-for-fall-federal/">$15-an-hour minimum wage</a>, and the Green Party’s plan to <a href="https://www.macleans.ca/politics/ottawa/election-2019-primer-jobs-the-economy-and-the-deficit/">train fossil fuel workers in renewable energy industries</a>, workers across Canada need Ottawa to be looking ahead to ensure people have the skills they need.</p>
<p>Threats to traditional sectors and jobs abound. Major disruption is predicted <a href="https://www.cbc.ca/news/politics/green-party-robot-tax-platform-1.5302236">as the result of automation</a> and <a href="https://www.weforum.org/about/jobs-and-the-fourth-industrial-revolution">artificial intelligence eliminating many jobs and drastically reshaping others</a>, a process that’s part of the unfolding <a href="https://www.weforum.org/about/the-fourth-industrial-revolution-by-klaus-schwab">Fourth Industrial Revolution</a>. </p>
<p>In my research <a href="https://www.goodreads.com/book/show/46365554-an-overview-of-training-and-development?from_search=true">on workplace learning</a> and for a book I’m working on about the career impacts of the Fourth Industrial Revolution, I’ve identified three ways that Canadian policy-makers could promote the long-term employability of current workers. </p>
<h2>Help people maintain needed skills</h2>
<p>A shift from an “acute care” mindset to a “preventative care” one in employment policy would mean becoming more proactive to help people with jobs maintain or develop the skills they need to remain employable. </p>
<p>When a major employer closes (like GM shutting its Oshawa plant), provincial and federal governments often say they’ll <a href="https://globalnews.ca/news/4762851/general-motors-oshawa-jobs/">assist workers with retraining to find new work</a>.</p>
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<a href="https://theconversation.com/gm-closures-oshawa-needs-more-than-thoughts-and-prayers-107714">GM closures: Oshawa needs more than 'thoughts and prayers'</a>
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<p>But the GM case represents a more serious issue: As <a href="https://www.detroitnews.com/story/business/autos/2019/09/05/shift-electric-vehicles-radically-change-auto-factories/2208961001/">the automobile industry shifts from petroleum-based to electric cars</a>, new skills will be needed. </p>
<p>An approach based on preventative care would anticipate such changes. It would focus on helping employers and workers prepare for the transition while workers still have jobs — so employers might consider current workers for fundamentally different jobs. </p>
<p>A summer report about how federal departments are preparing for the election and beyond said top civil servants have been told <a href="https://www.ctvnews.ca/politics/behind-the-scenes-work-on-skills-policy-detailed-in-election-tinged-documents-1.4526130">that employers’ demands for skills will change more and more frequently in coming years.</a> </p>
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<img alt="" src="https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=507&fit=crop&dpr=1 600w, https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=507&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=507&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=637&fit=crop&dpr=1 754w, https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=637&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/296523/original/file-20191010-188829-1urla1f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=637&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Federal Finance Minister Bill Morneau speaks to the Economic Club of Canada about the federal budget in Calgary, Alta., in March 2019.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Jeff McIntosh</span></span>
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<p>The proposed <a href="https://www.budget.gc.ca/2019/docs/themes/good-jobs-de-bons-emplois-en.html">Canada Training Benefit</a> <a href="https://globalnews.ca/news/5073057/canada-federal-budget-job-training/">touted in the Liberals’ 2019 budget</a> suggests a shift of focus. It provides workers with a tax credit for half of training costs, and EI for time needed to train. </p>
<p>But with a lifetime tax credit of $5,000 and single technical training courses costing upwards of $2,600, the tax credit is inadequate to actual costs for some lines of work, especially technology-focused ones. </p>
<p>Expecting workers with families to interrupt their careers and live on EI might not be a realistic option for some. </p>
<h2>Broaden training benefits</h2>
<p>Federal policy should encourage employers to provide more training to a wider base of employees — not simply to middle and executive managers. </p>
<p>One of the first lines of defence against atrophying skills is employer-provided training. But evidence suggests that <a href="https://www.conferenceboard.ca/e-library/abstract.aspx?did=9398&AspxAutoDetectCookieSupport=1">Canadian employers’ investments in training are not keeping up</a>, according to the Conference Board of Canada Learning and Development Outlook. </p>
<p>Spending increased from a mean of $688 per employee in 2010 to $889 in 2017, but when adjusted for inflation, the increase is just $109 per employee. Worse, when adjusted for currency differences, this amount is just over half (52.5 per cent) <a href="https://www.td.org/research-reports/2017-state-of-the-industry">of what the United States spends per employee ($CAD 1,694)</a>.</p>
<p>The same Conference Board research also says that spending increases only benefited senior managers, executives and middle managers, who received more hours of training in 2017 than in 2010. By contrast, supervisors, professionals, trades and non-technical workers — middle- and high-skilled jobs — all saw reductions in training hours. </p>
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<img alt="" src="https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=496&fit=crop&dpr=1 600w, https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=496&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=496&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=623&fit=crop&dpr=1 754w, https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=623&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/296434/original/file-20191010-188819-1smxjh3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=623&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Andrew Cash, federal NDP candidate for Toronto’s Davenport riding, and incumbent between 2011 and 2015, co-founded the Urban Worker Project to push for legislative changes to offer more protection for the growing body of contingent workers.</span>
<span class="attribution"><a class="source" href="https://creativecommons.org/licenses/by/2.0/legalcode">(Joe Cressy/Flickr)</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<p>This doesn’t even address training for contingent workers, who <a href="https://www.ourcommons.ca/Content/Committee/421/HUMA/Reports/RP10553151/humarp19/humarp19-e.pdf">aren’t technically employees</a> but still need skills to provide their services. </p>
<p>Although some <a href="https://www.thestar.com/business/2014/01/21/skills_shortage_top_concern_employers_say.html">employers raise concerns about a skills shortage</a>, it doesn’t seem that they’re doing their part.</p>
<p>Employer-focused policy should address how much training employers offer, how employers, professional associations or governments recognize the training, and how employers will distribute training equitably. </p>
<p>Policy should also distinguish compliance training that the employer must provide, and training that enhances worker capacity. Ideally, the government would also offer incentives for organizations to provide capacity-building training to their suppliers and contractors. </p>
<p>Québec’s current Act to Foster Workforce Skills Development and Recognition — formerly called the <a href="http://legisquebec.gouv.qc.ca/en/ShowDoc/cs/D-7.1">Act to Foster the Development of Manpower Training</a> — was passed in 1995 to respond to employees’ low participation rates in training. The act now requires employers with payrolls <a href="http://collections.banq.qc.ca/ark:/52327/bs43427">exceeding $2 million to invest at least one per cent of total payroll in training</a>. Studies suggest that, although not perfect, <a href="http://en.copian.ca/library/research/ccl/quebec/quebec.pdf">the law has increased how many people participate in training</a>.</p>
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<img alt="" src="https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=395&fit=crop&dpr=1 600w, https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=395&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=395&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=496&fit=crop&dpr=1 754w, https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=496&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/296553/original/file-20191010-188802-1ia9tid.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=496&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Federal Minister of Infrastructure and Communities, François-Philippe Champagne, with Québec’s Justice Minister Sonia Lebel and the province’s Minister of Labour, Employment and Social Solidarity, Jean Boulet, at a skills training announcement in Montréal in June 2019.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Paul Chiasson</span></span>
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<h2>Give incentives to train</h2>
<p>The federal government should also offer incentives for workers to participate in training, for example in the form of tax credits. </p>
<p>Employers certainly have a responsibility to ensure that their workers have the needed skills. But 64.5 per cent of of 802 randomly selected Canadian workers who participated in the 2018 Conference Board Study of Informal Learning said that <a href="https://www.conferenceboard.ca/e-Library/abstract.aspx?did=9861">responsibility for continued learning is shared between workers and employers</a>. The workers represented a cross-section of Canadian industries. </p>
<p>But workers’ behaviour suggests limited commitment to continued learning. In the same Conference Board study, 17.7 per cent of workers invested less than $100 a year in their continued learning and another 23.8 per cent spent between $101 and $250 annually. And, 41.5 per cent of workers spent less than one hour learning per week. That’s not all their fault. Some employers actively discourage learning on the job.</p>
<p>Policy should include incentives to participate in both formal and self-study learning, and supports for the latter. </p>
<p>Federal policy should also address the growing range of training options available to workers, like <a href="https://www.forbes.com/sites/petergreene/2019/02/16/education-micro-credentials-101-why-do-we-need-badges/#3004a7102419">micro-credentials</a>, coding schools, <a href="http://mooc.org/">Massive Open Online Courses (MOOCs)</a>, certificate programs and voluntary certifications. </p>
<p>The latter two are often treated interchangeably but are unrelated concepts. The government could help clear up confusion and require accurate labelling of programs. This matters because gaining credentials can offer a cost-effective, quicker route to competence than many traditional degree programs, but only if everyone knows what the credential means.</p>
<p>Although public policy cannot prevent the impact of automation and AI, it could define how changes affect employers and employees alike.</p>
<p>[ <em><a href="https://theconversation.com/ca/newsletters?utm_source=TCCA&utm_medium=inline-link&utm_campaign=newsletter-text&utm_content=expertise">Expertise in your inbox. Sign up for The Conversation’s newsletter and get a digest of academic takes on today’s news, every day.</a></em> ]</p><img src="https://counter.theconversation.com/content/124880/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Entente Canada Quebec
Canadian Council on Learning
SSHRC
Memberships: Association for Talent Development; Institute for Performance and Learning; Academy of Human Resource Development; Canadian Network for Innovation in Education; Society for Technical Communication, have served as advisor for the two Conference Board studies referenced in the article, work as Research Director for Lakewood Media (through a research contract with my university); past president of Ometz, a Montreal-based human services agency that provides employment services; </span></em></p>Three federal public policy changes impacting employed and contingent workers could significantly buffer anticipated impacts of automation, Artificial Intelligence and a changing economy.Saul Carliner, Professor of Education, Concordia UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/330402014-10-16T15:25:55Z2014-10-16T15:25:55ZWhy important education research often gets ignored<figure><img src="https://images.theconversation.com/files/61840/original/39wry7wr-1413381513.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Not just for gathering dust. </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/cat.mhtml?safesearch=1&search_type=keyword_search&extra_html=1&lang=en&language=en&search_source=search_form&version=llv1&anyorall=all&utm_source=sstkimages&utm_medium=onsite&utm_campaign=search&searchterm=dust%20book&show_color_wheel=1&media_type=images&page=1&sort_method=popular&inline=77299051">Man blowing dust via Luis Louro/Shutterstock</a></span></figcaption></figure><p>Teachers’ professional development is “fragmented, occasional and insufficiently informed by research”. These were the conclusions of a recent British Educational Research Association (BERA) and Royal Society of Arts <a href="https://www.bera.ac.uk/project/research-and-teacher-education">inquiry into the issue</a> in the UK. It also found that the most effective teachers were those who used research in their teaching. </p>
<p>It will come as no surprise then that this report is likely to be ignored, like much of the research available to teachers. As a member of the reference group to the inquiry, I tried to explain the reason for the limited take-up of even the best educational research, and drew on an argument put forward by <a href="http://books.google.co.uk/books/about/The_Revolt_of_the_Elites_and_the_Betraya.html?id=HG6xWenYZXwC&redir_esc=y">American historian Christopher Lasch</a>:</p>
<blockquote>
<p>What democracy requires is vigorous public debate, not information. Of course, it needs information too, but the kind of information it needs can be generated only by debate … When we get into arguments that focus and fully engage our attention, we become avid seekers of relevant information. Otherwise we take in information passively – if we take it in at all.</p>
</blockquote>
<p>We can replace “information” with “research” here and argue that educational researchers put the cart before the horse. Get into debate and relevant research will follow and be taken up. I was told that the BERA research would be a cataylst for debates among educators and politicians. Time will tell whether this is right, but in the period since the report came out there has been little debate.</p>
<h2>Debunking ‘learning styles’</h2>
<p>Here are two examples of good educational research that is ignored and why. The first is the 2004 Coffield Report <a href="http://www.itslifejimbutnotasweknowit.org.uk/files/LSRC_LearningStyles.pdf">into learning styles</a>. Frank Coffield at the Insitute of Education and colleagues examined the research into the 13 most popular learning styles, including for <a href="http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf">post-16 learning</a>. They showed the idea of learning styles to be conceptually confused; not one of the models they reviewed passed all of the “good test” criteria of reliability and validity. They also had no effect on teaching. </p>
<p>All pretty damning and you would have thought that, on the basis of this research, the idea of children and young people having identifiable “learning styles” would have passed into the dustbin of intellectual history. But since Coffield’s report came out, “learning styles” have gone from strength to strength. Schools happily label their pupils as “concrete” or “kinaesthetic learners”. As early as a year after the report they were held to be the <a href="http://www.tes.co.uk/article.aspx?storycode=2153773">cornerstone</a> of good teaching and were widely used by schools inspectorate Ofsted to the annoyance of <a href="http://www.researched2013.co.uk/why-are-we-still-talking-about-learning-styles/">those</a> who knew of their weaknesses. Many students even come to university seemingly stuck with the idea that they can only learn in one way.</p>
<p>Behind this lies an idea that comes from the wider political world: that ordinary people are limited in many ways. The educational version of this is that children and young people have restricted potential so need to be taught via a particular “learning style”. In reality, students can adapt to a many “learning styles” depending on what subject they are studying, and one of the many things Coffield criticised was the abstraction of “learning styles” from subjects. </p>
<h2>How not to create critical thinkers</h2>
<p>The second example comes from a <a href="http://www.press.uchicago.edu/ucp/books/book/chicago/A/bo10327226.html">rigorous 2011 study</a> by American sociologists Richard Arum and Josipa Roksa on the ways college students learn. They found that at least 45% of the students they surveyed did not demonstrate any significant improvement in their ability to think critically during their first two years of college. Although these students went on to graduate, they failed to develop the critical thinking and complex reasoning expected from being at university. This does not mean, however, that students need courses in “<a href="https://theconversation.com/lets-stop-trying-to-teach-students-critical-thinking-30321">critical thinking</a>.” </p>
<p>Arum and Roksa identified the reason: the students did less academic work. They also engaged in a lot of social activities, including studying with their peers, something that the findings show had either “no consequences or negative consequences for learning”. Undertaking “projects” and entertaining “active learning” techniques had no impact on learning. </p>
<p>These results challenge the current direction of university education with its focus on varied forms of learning and development of the student experience. The message from their research was that if we want students to do well they must have a more academically demanding curriculum. Arum and Roksa even quantify what this means: students must read more than 40 pages a week and write more than 20 pages a semester.</p>
<h2>Demands to be non-demanding</h2>
<p>This doesn’t sound too demanding to me. But there was no widespread discussion of this aspect of their findings. Instead, universities in the US and UK have taken up the notion of the “student experience”, something criticised in Arum and Roksa’s new <a href="http://www.press.uchicago.edu/ucp/books/book/chicago/A/bo19088566.html">book</a>. Since the book was published even more varied forms of group, blog-based and online learning have been introduced globally, the most hyped of which are <a href="http://www.spiked-online.com/newsite/article/three_cheers_for_the_mickey_moocs_university/13988#.VD_gjqFwbcs">Massive Open Online Courses</a>. </p>
<p>The reason is the dominance of anti-intellectual culture in wider society. The education version of this is all sorts of therapeutic activities at university from counselling and stress-busting sessions to courses such as the one at the London School of Economics about “<a href="https://apps.lse.ac.uk/training-system/userBooking/course/177219">Overcoming Perfectionism</a>”. </p>
<p>This dominance also exists in the daily interactions between students and staff which are too nice and intellectually non-threatening. All of this creates students who don’t expect demanding work that might upset their beliefs, ideas and assumptions and staff who are so “student-centered” they would never think of setting it.</p>
<h2>Some research getting through</h2>
<p>While much good research is being ignored, some challenging theoretical work is receiving attention in some quarters. An example is a book by the Institute of Education’s Michael Young, <a href="http://books.google.co.uk/books/about/Bringing_Knowledge_Back_in.html?id=T0e99eEuuF4C">Bringing Knowledge Back In</a>. He makes the case for “powerful knowledge” in the curriculum and the need to teach all children, particularly working class and disadvantaged children, a subject-based curriculum. He continues to debate and discuss his ideas outside of the narrow sociological world. </p>
<p>Young regularly addresses trade unionists, think tanks and groups of teachers to present his ideas and arguments. His work is having real impact on educational thought because of this. In some schools, such as Pimlico Academy in London, he is helping to bring knowledge back in through participating in debates and staff development. </p>
<p>The message to academics and researchers is a simple one – they have to get out more and engage in public debate and discussion if they really want to find out what needs to be researched and thought about. If they do this, education research will contribute not only to education but to democracy.</p><img src="https://counter.theconversation.com/content/33040/count.gif" alt="The Conversation" width="1" height="1" />
Teachers’ professional development is “fragmented, occasional and insufficiently informed by research”. These were the conclusions of a recent British Educational Research Association (BERA) and Royal…Dennis Hayes, Professor of Education, University of DerbyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/323102014-10-09T13:46:48Z2014-10-09T13:46:48ZCarter review of teacher training needs wider scope<figure><img src="https://images.theconversation.com/files/61144/original/tpqmxnpx-1412760848.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Teaching should keep on giving. </span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/clevercupcakes/2329135138/sizes/o/">clevercupcakes</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span></figcaption></figure><p>As <a href="https://theconversation.com/you-wouldnt-want-an-unqualified-doctor-or-lawyer-so-why-are-untrained-teachers-ok-32450">debates rage</a> about the best way to organise teacher training and whether teachers should be qualified at all, the findings of the ongoing <a href="https://www.gov.uk/government/news/independent-review-of-initial-teacher-training-courses-launched">Carter Review of Initial Teacher Training</a> will be closely scrutinised. </p>
<p>Due to be published in December or early January, it will come more than 40 years after another landmark review on how teachers are trained in England. But unlike its predecessor, the Carter review seems much more narrowly focused on how to train the new teachers coming into the system, rather than assuring their continued professional development once they are trained. It should have greater ambition. </p>
<h2>From James to Carter</h2>
<p>In 1972, Margaret Thatcher, as education minister in the Heath government commissioned the <a href="http://www.educationengland.org.uk/documents/james/james1972.html">James Committee of Enquiry</a> into Teacher Education and Training. It was headed by Lord James of Rusholme, a university vice chancellor who had previously been headmaster of Manchester Grammar School. His review included one of Her Majesty’s School Inspectors, headteachers, a local education authority director and teacher trainers among its members. </p>
<p>In a reflection of the shifting education landscape in 2014, the Carter Review – commissioned by Michael Gove (a great admirer of Thatcher) – is led by Andrew Carter, headteacher of South Farnham School, a base for one of the newer types of School-Centred Initial Teacher Training (SCITT). Carter still has heads and teacher trainers on his review board, but they are sitting alongside members from the world of business, academies and free schools. </p>
<h2>Limited to new teachers</h2>
<p>One of the particular strengths of the James review was its three cycles, which put equal emphasis on a teacher’s personal education, initial training and education, in-service education and retraining. The current review appears to be limited to initial teacher training with no particular reference to continuing professional education.</p>
<p>This links with the current diminution of the role of universities in teaching teachers. Several universities such as Bath and Sheffield <a href="https://theconversation.com/counting-the-costs-of-moving-teacher-training-out-of-universities-23157">have decided to drop out</a> from offering Postgraduate Certificate of Education (PGCE) courses altogether. This reflects an implicit decision by government, through the <a href="https://www.nationalcollege.org.uk/">National Council for Teaching and Leadership</a>, to marginalise the role of higher education in the development of England’s teachers. </p>
<h2>Lessons from Scotland and Germany</h2>
<p>Does this matter? Yes, according to the Scots. The 2011 review, <a href="http://www.scotland.gov.uk/publications/2011/01/13092132/0">Teaching Scotland’s Future</a>, asserted that the “apprentice models of work-based learning” need to be questioned. It went on to stress that for new teachers:</p>
<blockquote>
<p>The values and intellectual challenges which underpin academic study should extend their own scholarship and take them beyond any inclination, however understandable, to want narrow training of immediate and direct relevance to life in the classroom. </p>
</blockquote>
<p>The report advocated for a close partnership between practice, theory and analytic reflection, especially in the context of the “fast pace of change in the world which our children inhabit”. </p>
<p>Likewise, in Germany, a ten-year review of its low ranking on the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment rankings has led to a reconstruction of teacher education, both initial and continuing. </p>
<p>In the <a href="http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/strongperformersandsuccessfulreformersineducationlessonsfrompisafortheunitedstates.htm">OECD’s analysis</a> of these reforms it is clear that a “much-improved research establishment has fed into teacher training” so that teachers are “enabled to analyse and diagnose their students’ specific problems”. There is a tough theoretical underpinning, equivalent to the strengths of <a href="https://theconversation.com/german-apprenticeships-are-built-on-a-cohesive-national-plan-not-ad-hoc-partnerships-23210">Germany’s long-standing and successful apprenticeship system</a>, unlike in England. </p>
<h2>Give teachers control of CPD</h2>
<p>The Carter Review should look beyond immediate assumptions about teaching being simply a practical craft best acquired by imitation. That way lies stasis. Higher education should identify its particular contribution to improved teaching and school leadership and be answerable to the teaching profession. </p>
<p>Carter should insist on initial training and induction being merely the base of continuing professional growth. It is shocking that the allocated budget for masters’ courses in education at higher education appears to have fallen in the last decade. Now the Department for Education passes money directly to schools’ budgets, where it is assumed that headteachers will pay for staff to enroll on masters courses. </p>
<p>In my view, over half of allocated funds for university-based courses at master’s level should be held by universities, but checked and moderated by a locally based panel of teachers and academics. At secondary school level, subject associations should be involved. The other half should be earmarked at school level – half to teachers directly and half to the schools. Diversion of these funds to other activities should not be allowed. </p>
<h2>Multiple routes into teaching examined</h2>
<p>The recently established five routes to qualified teacher status also need to be examined by a competent auditor. The high levels of expenditure in the transactional costs of administering <a href="http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training">SCITT</a>, <a href="http://www.teachfirst.org.uk/">Teach First</a>, <a href="http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training?&gclid=CKOll_qrmMECFabLtAodFGkALA">School Direct (Training)</a>, <a href="http://www.education.gov.uk/get-into-teaching/funding/employment-based-training">School Direct (Salaried)</a> and PGCE require thorough analysis. As does the role of UCAS, paid to bring some stability into the application process for these courses. </p>
<p>If consumer choice is automatically assumed to be a route to qualitative improvement, perhaps the Carter review will simply confirm this costly multiplicity of options. But at least this assumption should be tested.</p>
<h2>Berlin wall</h2>
<p>Schools should not be the only keepers and commissioners of the theory and academic underpinnings needed in teacher education. There should be a genuine exchange with higher education and a recognition of distinct strengths on each side. </p>
<p>Some universities, of course, collude in maintaining a “Berlin Wall” between theory and practice. Their <a href="https://theconversation.com/what-do-world-university-rankings-actually-mean-32355">increasingly marketised world </a> doesn’t need to consider “the public good” – as pressures mount to cover costs and accumulate financial reserves. This can lead to a sidelining of wider responsibilities, especially if Ofsted appears to recommend large-scale and expensive changes to their PGCE courses. Likewise, a low or indifferent research ranking of an education department also affects a university’s preparedness to maintain support for it. </p>
<p>So Carter has much important work to do. The standing and expertise of teachers is at stake and without credible and rigorous backing from universities, the quality and continued improvement of schools simply isn’t possible.</p><img src="https://counter.theconversation.com/content/32310/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Margaret Maden does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>As debates rage about the best way to organise teacher training and whether teachers should be qualified at all, the findings of the ongoing Carter Review of Initial Teacher Training will be closely scrutinised…Margaret Maden, Hon.Fellow, Education, University of OxfordLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/324502014-10-03T09:30:24Z2014-10-03T09:30:24ZYou wouldn’t want an unqualified doctor or lawyer … so why are untrained teachers ok?<figure><img src="https://images.theconversation.com/files/60679/original/bwrkfz6d-1412264216.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Sit tight while I look that up. </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-116552776/stock-photo-portrait-of-teacher-and-blackboard-background.html?src=9YYix6L8kOOz_9iaEyzPNw-2-49">Teacher via gualtiero boffi/Shutterstock</a></span></figcaption></figure><p>In many ways it’s incredible that in 2014 there is still a debate about whether teachers should be qualified or not. Imagine deliberating similar issues about your lawyer, your doctor or your surgeon? </p>
<p>The <a href="http://www.theguardian.com/education/2012/jul/27/gove-academies-unqualified-teaching-staff">announcement in 2012</a> by Michael Gove, the former secretary of state for education, that academies and free schools should be allowed to employ unqualified teachers sent waves of incredulity across the profession. Now his successor Nicky Morgan is coming under considerable pressure <a href="http://www.theguardian.com/politics/2014/sep/28/labour-nicky-morgan-unqualified-teachers">from Labour</a> and the <a href="http://www.bbc.co.uk/democracylive/house-of-commons-28211319">Liberal Democrats</a> to reverse the decision. </p>
<p>But why are we even having this debate? Particularly when a <a href="http://www.teachers.org.uk/node/16317">poll conducted by the National Union of Teachers (NUT)</a> in anticipation of the policy change found that 89% of parents want their child to have a qualified teacher, with just 1% saying they are “comfortable about those without the teaching qualification taking charge of a class”. </p>
<p>As a great deal of current education policy is premised on the ideals of parental choice and the parent as customer, it seems bizarre to say that in this – one of the most important elements of education policy – we appear to be ignoring parental views.</p>
<h2>Freedom and flexibility</h2>
<p>Yet there are many people working in schools who are unqualified but often put in front of a class, as was revealed in <a href="https://www.teachers.org.uk/node/10116">another NUT survey</a>. There has been an overall <a href="http://www.theguardian.com/education/2014/apr/10/rise-number-unqualified-teachers-state-funded-schools-england">rise in the number of unqualified teaching</a> staff at academies and free schools, with 6% of full-time teaching staff lacking teaching qualification in 2013.</p>
<p>Gove <a href="http://www.theguardian.com/education/2012/jul/27/gove-academies-unqualified-teaching-staff">justified his position </a> by arguing that the move would offer academies and free schools more freedom and flexibility. He said that it would make up the shortfalls in subjects such as computer science, engineering and languages bringing them more in line with private schools where “qualified teacher status” is often desirable but not mandatory. </p>
<p>New <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdf">statistics released</a> by the Department for Education show that in a survey of 74 free schools, 24 had appointed staff without qualified teacher status (QTS). Of these, the most popular single subjects to be taught by non-qualified teachers were physical education with 29%, and maths, art and design and music, each with 21%. </p>
<p>As an former teacher educator in higher education, I worked with teachers – many of whom had been practising without any teacher training. In some cases these teachers had a genuine wish to improve their teaching by achieving the qualification, but in many cases they saw it as “jumping through the hoop” of organisational requirements.</p>
<h2>Stuck with one way of teaching</h2>
<p>For many, the work turned out to be fascinating, not least in terms of what studying for the qualification actually brought to their day-to-day practices. People who had been teaching or training for years were often rarely observed in their work and had become “stuck” in their habits – unable to progress due to a lack of understanding of strategies that could move them on.</p>
<p>In the absence of any initial training, most admitted to modelling their teaching on teachers that they had been taught by in the past. This strategy varied in its success. </p>
<p>They were not armed with a range of strategies to draw on when the going became tough. Because they largely modelled their teaching on one style – often the style that appealed to them as learners – they found it incredibly difficult to think outside of this box. </p>
<p>Even in the case of good and dedicated teachers, studying for a qualification offered them the ability to try new approaches with their students and empowered them to take risks. Crucially, it allowed them some one-to-one time with an observer who was not involved in the politics of their workplace or appraising them for their next pay increment.</p>
<h2>Good continuous training</h2>
<p>This is not just an argument for the primacy of initial teacher training but equally emphasises the need for good and <a href="https://theconversation.com/teachers-need-quality-time-set-aside-to-keep-learning-28412">continuing professional development</a>. This is a point well made in the Organisation for Economic Co-operation and Development’s 2013 <a href="http://www.oecd.org/edu/school/talis-2013-results.htm">Teaching and Learning International Survey</a>: countries earmarked for their successful education systems gave teachers time to develop as well as to learn. </p>
<p>It is this time to develop that unqualified teachers don’t have. If you learn on the job with no time to explore your work outside of its daily demands, there is a far greater likelihood that feelings of professional isolation and lack of capacity to change will lead to greater levels of attrition and <a href="http://books.google.co.uk/books/about/A_Passion_for_Teaching.html?id=A7kOf7tEiy0C&redir_esc=y">disillusionment with the profession</a>. </p>
<p>Good quality teacher training arms teachers with a deeper understanding not only of how to teach, but more importantly how students learn and what motivates them. It provides the basis for a <a href="http://www.tlrp.org/themes/seminar/gewirtz/papers/bibliography.pdf">sound professional identity</a>. That’s one of the <a href="http://www.tlrp.org/pub/documents/Day_RB_20_FINAL.pdf">pre-requisites for professional resilience</a> – carrying on when the going gets tough. </p>
<h2>‘Naïve’ policy</h2>
<p>It is vital that this naïve policy is reversed sooner rather than later. Enthusiasm and experience are great but they will never replace a thorough professional training. </p>
<p>In four long years have we really forgotten the 2010 white paper <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175429/CM-7980.pdf">The Importance of Teaching</a> in which it was stated: “the best education systems in the world train their teachers rigorously and effectively.” </p>
<p>Unless we ensure that all of our teachers have the knowledge and skills that good basic and ongoing training provides then it is likely that academies and free schools will be staffed in the future by people who can talk the talk but lack the deeper knowledge and professional resilience that is the hallmark and foundation of all respected professions.</p><img src="https://counter.theconversation.com/content/32450/count.gif" alt="The Conversation" width="1" height="1" />
In many ways it’s incredible that in 2014 there is still a debate about whether teachers should be qualified or not. Imagine deliberating similar issues about your lawyer, your doctor or your surgeon…Jacqueline Baxter, Lecturer in Social Policy, The Open UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/249342014-03-31T14:58:57Z2014-03-31T14:58:57ZThe 50 great books on education<figure><img src="https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Haven't you read Plato?</span> <span class="attribution"><span class="source">Abee5</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/45159/original/rptgtpxd-1396254731.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Haven’t you read Plato?</span>
<span class="attribution"><span class="source">Abee5</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>I have often argued that I would not let any teacher into a school unless – as a minimum – they had read, carefully and well, the three great books on education: Plato’s Republic, Rousseau’s Émile and Dewey’s Democracy and Education. There would be no instrumental purpose in this, but the struggle to understand these books and the thinking involved in understanding them would change teachers and ultimately teaching. </p>
<p>These are the three great books because each is sociologically whole. They each present a description and arguments for an education for a particular and better society. You do not have to agree with these authors. Plato’s tripartite education for a just society ruled over by philosopher kings; Rousseau’s education through nature to establish the social contract and Dewey’s relevant, problem-solving democratic education for a democratic society can all be criticised. That is not the point. The point is to understand these great works. They constitute the intellectual background to any informed discussion of education.</p>
<p>What of more modern works? I used to recommend the “blistering indictment” of the flight from traditional liberal education that is Melanie Phillips’s All Must Have Prizes, to be read alongside Tom Bentley’s Learning Beyond the Classroom: Education for a Changing World, which is a defence of a wider view of learning for the “learning age”. These two books defined the debate in the 1990s between traditional education by authoritative teachers and its rejection in favour of a new learning in partnership with students. </p>
<p>Much time and money is spent on teacher training and continuing professional development and much of it is wasted. A cheaper and better way of giving student teachers and in-service teachers an understanding of education would be to get them to read the 50 great works on education. </p>
<p>The books I have identified, with the help of members of the Institute of Ideas’ Education Forum, teachers and colleagues at several universities, constitute an attempt at an education “canon”. </p>
<p>What are “out” of my list are textbooks and guides to classroom practice. What are also “out” are novels and plays. But there are some great literary works that should be read by every teacher: Charles Dicken’s Hard Times – for Gradgrind’s now much-needed celebration of facts; D. H. Lawrence’s The Rainbow – for Ursula Brangwen’s struggle against her early child-centred idealism in the reality of St Philips School; and Alan Bennett’s The History Boys – for Hector’s role as the subversive teacher committed to knowledge.</p>
<p>I hope I have produced a list of books, displayed here in alphabetical order, that are held to be important by today’s teachers. I make no apology for including the book I wrote with Kathryn Ecclestone, The Dangerous Rise of Therapeutic Education because it is an influential critical work that has produced considerable controversy. If you disagree with this, or any other of my choices, please add your alternative “canonical” books on education. </p>
<p>Michael W. Apple – <strong>Official Knowledge: Democratic Education in a Conservative Age</strong> (1993)</p>
<p>Hannah Arendt – <strong>Between Past and Future</strong> (1961), for the essay “The Crisis in Education” (1958)</p>
<p>Matthew Arnold – <strong>Culture and Anarchy</strong> (1867-9)</p>
<p>Robin Barrow – <strong>Giving Teaching Back to the Teachers</strong> (1984)</p>
<p>Tom Bentley – <strong>Learning Beyond The Classroom: Education for a Changing World</strong> (1998)</p>
<p>Allan Bloom – <strong>The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students</strong> (1987)</p>
<p>Pierre Bourdieu and Jean-Claude Passeron – <strong>Reproduction in Education, Society and Culture</strong> (1977)</p>
<p>Samuel Bowles and Herbert Gintis – <strong>Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life</strong> (1976)</p>
<p>Jerome Bruner – <strong>The Process of Education</strong> (1960)</p>
<p>John Dewey – <strong>Democracy and Education</strong> (1916)</p>
<p>Margaret Donaldson – <strong>Children’s Minds</strong> (1978)</p>
<p>JWB Douglas – <strong>The Home and the School</strong> (1964)</p>
<p>Kathryn Ecclestone and Dennis Hayes – <strong>The Dangerous Rise of Therapeutic Education</strong> (2008)</p>
<p>Harold Entwistle – <strong>Antonio Gramsci: Conservative Schooling for Radical Politics</strong> (1979). </p>
<p>Paulo Freire – <strong>Pedagogy of the Oppressed</strong> (1968/1970)</p>
<p>Frank Furedi – <strong>Wasted: Why Education Isn’t Educating</strong> (2009)</p>
<p>Helene Guldberg – <strong>Reclaiming Childhood</strong> (2009)</p>
<p>ED Hirsch Jnr. – <strong>The Schools We Need And Why We Don’t Have Them</strong> (1999)</p>
<p>Paul H Hirst – <strong>Knowledge and the Curriculum</strong>(1974)
For the essay which appears as Chapter 3 ‘Liberal Education and the Nature of Knowledge’ (1965)</p>
<p>John Holt – <strong>How Children Fail</strong> (1964)</p>
<p>Eric Hoyle – <strong>The Role of the Teacher</strong> (1969)</p>
<p>James Davison Hunter – <strong>The Death of Character: Moral Education in an Age without Good or Evil</strong> (2000)</p>
<p>Ivan Illich – <strong>Deschooling Society</strong> (1971)</p>
<p>Nell Keddie (Ed.) – <strong>Tinker, Taylor: The Myth of Cultural Deprivation</strong> (1973)</p>
<p>John Locke – <strong>Some Thoughts Concerning Education</strong> (1692)</p>
<p>John Stuart Mill – <strong>Autobiography</strong> (1873)</p>
<p>Sybil Marshall – <strong>An Experiment in Education</strong> (1963)</p>
<p>Alexander Sutherland Neil – <strong>Summerhill: A Radical Approach to Child Rearing</strong> (1960)</p>
<p>John Henry Newman – <strong>The Idea of a University</strong> (1873)</p>
<p>Michael Oakeshott – <strong>The Voice of Liberal Learning</strong> (1989)
In particular for the essay “Education: The Engagement and Its Frustration” (1972)</p>
<p>Anthony O’ Hear – <strong>Education, Society and Human Nature: An Introduction to the Philosophy of Education</strong> (1981)</p>
<p>Richard Stanley Peters – <strong>Ethics and Education</strong> (1966)</p>
<p>Melanie Phillips – <strong>All Must Have Prizes</strong> (1996)</p>
<p>Plato – <strong>The Republic</strong> (366BC?)</p>
<p>Plato – <strong>Protagoras</strong>(390BC?) and <strong>Meno</strong> (387BC?)</p>
<p>Neil Postman – <strong>The End of Education: Redefining the Value of School</strong> (1995) </p>
<p>Neil Postman and Charles Weingartner – <strong>Teaching as a Subversive Activity</strong> (1969)</p>
<p>Herbert Read – <strong>Education Through Art</strong>(1943)</p>
<p>Carl Rogers – <strong>Freedom to Learn: A View of What Education Might Become</strong> (1969)</p>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=908&fit=crop&dpr=1 600w, https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=908&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=908&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1141&fit=crop&dpr=1 754w, https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1141&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/45160/original/y5nzxnh8-1396255375.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1141&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">At the top of the reading list for centuries.</span>
<span class="attribution"><span class="source">Wikimedia Commons</span></span>
</figcaption>
</figure>
<p>Jean-Jacques Rousseau – <strong>Émile or “on education”</strong> (1762)</p>
<p>Bertrand Russell – <strong>On Education</strong>(1926)</p>
<p>Israel Scheffler – <strong>The Language of Education</strong> (1960)</p>
<p>Brian Simon – <strong>Does Education Matter?</strong> (1985)
Particularly for the paper “Why No Pedagogy in England?” (1981)</p>
<p>JW Tibble (Ed.) – <strong>The Study of Education</strong> (1966)</p>
<p>Lev Vygotsky – <strong>Thought and Language</strong> (1934/1962)</p>
<p>Alfred North Whitehead – <strong>The Aims of Education and other essays</strong> (1929)</p>
<p>Paul E. Willis – <strong>Learning to Labour: How Working Class Kids Get Working Class Jobs</strong> (1977)</p>
<p>Alison Wolf – <strong>Does Education Matter? Myths about Education and Economic Growth</strong> (2002)</p>
<p>Michael FD Young (Ed) – <strong>Knowledge and Control: New Directions for the Sociology of Education</strong> (1971) </p>
<p>Michael FD Young – <strong>Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education</strong> (2007) </p><img src="https://counter.theconversation.com/content/24934/count.gif" alt="The Conversation" width="1" height="1" />
I have often argued that I would not let any teacher into a school unless – as a minimum – they had read, carefully and well, the three great books on education: Plato’s Republic, Rousseau’s Émile and…Dennis Hayes, Professor of Education, University of DerbyLicensed as Creative Commons – attribution, no derivatives.