The tale of duplicity, complicity, hypocricy and general woe over the issue of the education of teachers, which continues to spew forth from the good person who somehow manages to think clearly whilst undertaking a Post-Grad Cert. of Ed, might have me wondering whether this individual was suffering from some kind of mania, what with all that pressure of ideas. But it is quite clear the individual is more than all there, since the criticisms of schooling theory are all so cogent and usually devastating.
I wish I could keep up, but to pick but one example, pretty much at random: We all know that the GCSE examinations are corrupt in innumerable ways. For example, the fact that the government means that they will be voted in on better results means that they hand any reasonably sassy parent the means to inflate the grades by letting them assist with course work that then goes towards the final mark.
In addition, teachers are allowed to construct answers to exam questions to an almost unprecedented degree. This is apparently called "scaffolding", or some such euphemism for what used to be called cheating.
Despite Marlborough's experiment in the 70's, when the school got boys to sit two German exams set by two different examination boards, with the result that some boys got top marks with one board, and failed with another, there appears to be still no improvement in this area of consistency between boards. There is still widespread acceptance in the teaching profession at least, that boards differ hugely in their marking systems and give very different grades for the same piece of work.
Why then to we continue to take all this examination nonsense seriously? It shouldn't be so much more difficult for employers to find those who have a genuine interest and ability and it certainly would save them time later when they find they have employed an A grade dud.