A gulf has opened up between what education systems provide and what young people need in the 21st century. Our schools and colleges rightly try to ensure that young people are literate, numerate and gain academic qualifications, but the emphasis on testing and passing exams often squeezes out the development of other skills that are just as vital.
This is a world in which employers select young people not only on the basis of their technical or academic qualifications but also on that of their personal and social skills, such as their ability to work in a team and communicate effectively.
The development of these so-called ‘soft skills’ may be crucial in putting young people on a more equal footing as they strive to make a safe transition from childhood to adulthood. We need to teach young people to develop qualities such as empathy and resilience, and encourage them to show greater cultural awareness and respect for others.
The RSA is committed to creating an inclusive society that promotes self-reliance and enables people to realise their potential. But we are in challenging economic times, with high youth unemployment and almost a million young people not in education, employment or training. Something needs to change.
Aiming higher
The RSA is one of several leading non-political and non-profit organisations that have come together to form Whole Education, a new movement that aims to address these issues. At its heart is a belief that we need to be much clearer and more ambitious about what we mean by a well-rounded education and that children and young people should have greater involvement in defining how and what they learn.
RSA Journal
Whole Education seeks to develop young people’s practical skills and theoretical knowledge, whatever their ability. Our partners work with more than 5,000 schools and colleges, including more than three quarters of all secondary schools, many of which are already working to provide their young people with a more holistic education. Since our aim is to spread a different approach to learning throughout the whole community, our partners also work with more than 10,000 UK youth groups, charities and social enterprises.
So far, the active partners behind Whole Education include the RSA, the Paul Hamlyn Foundation, Oxfam, Innovation Unit, Human Scale Education, UK Youth, Futurelab, ASDAN, Co-Operative College, the Food for Life Partnership, the Campaign for Learning, the Young Foundation, Studio Schools and ViTaL Partnerships. This list is growing all the time.
So how did we get to this point? The origins of Whole Education can be traced back to the creation of the Open Source Alliance for 21st Century Education, a working group of organisations that came together in late 2008. Most of these organisations were signatories to the RSA's Charter for 21st Century Education but knew that more action was required. Two key elements of this work have been critical in shaping the Whole Education initiative. First, the emphasis on bringing together organisations that are passionately committed to making education about more than just improving test results. Second, the ‘open source’ nature of the alliance, which means that partner organisations make their resources freely available to schools, colleges and youth groups.
While the term ‘21st century education’ is increasingly being used by policymakers and others, its meaning is unclear. In developing the movement, one of our priorities was to arrive at a name that would make sense for all the stakeholders, including parents and young people. The name ‘Whole Education’ came out of a series of interviews with representatives from partner organisations, young people, parents and teachers, who shared with us some of their common beliefs about education, from the idea that education is about “everyone achieving their full potential” and “creating decent, well-rounded individuals” to the claim that “education happens in school, at home and out of school”.
There is no limiting definition of a Whole Education. Instead, we have a set of common beliefs to which all partner organisations subscribe. Whole Education supports learning that:
- is relevant and engaging. Young people should be encouraged to work actively, not passively; to collaborate; to stretch themselves and work with others; to question and to be able to present their knowledge in a coherent and literate manner. They develop a positive attitude and a passion for learning.
- builds resilience. We believe in developing self-awareness, empathy, resilience, self-respect, persistence, self-discipline, the ability to respond to discipline from others, enterprise and the capacity to collaborate, plan ahead and forge constructive relationships.
- develops good citizens. We believe in nurturing social and emotional competencies that help young people to learn effectively and support not only their own development but also that of a decent society.
- reaches beyond school. Young people spend a lot of time outside school, in the community and online, so out-of-school education is key to their development.
- is based on trusting good practitioners. We argue for more trust in heads and teachers, who are best placed to understand the requirements of those whom they teach, as well as better dialogue between heads and third-sector providers.
Bold ambitions
Whole Education aims to be a grassroots movement operating at three main levels. First, we will bring together innovative education initiatives for practitioners working directly in education through the Whole Education Network. Our initial focus is on providing a series of ‘one-stop shop’ EXPO events for school and college leaders across the UK. We will also be making the tools developed through the projects available online for practitioners.
Second, we will engage the public and key stakeholder groups in a wider debate about education in the 21st century. This will involve parents, young people, employers, universities and local authorities. An increasing number of employers are speaking out about the need for young people to develop skills such as teamworking and communication, and qualities such as resilience, respect and empathy.
One school that is beginning to recognise the importance of these skills and qualities is Haybridge High School and Sixth Form. Haybridge has received four outstanding Ofsted reports and is rated among the top 1% of schools in the country, with 95% of students gaining at least five A* to Cs at GCSE level.
It recognises, however, that there is a considerable gap between test-based achievements and the level of independence and self-determination required in the real world. It has therefore joined Paul Hamlyn’s Learning Futures programme (part of Whole Education), which is focused on engaging learners actively and positively in their studies and on encouraging them to maintain a commitment to learning outside school.
Third, Whole Education will seek to influence the government so that it is more supportive of those looking to provide a more holistic approach to teaching and learning. Too often, inspirational school and college leaders and youth workers are not supported by the current policy environment and educational system. That needs to change. Rather than focusing on policy detail now, however, we will develop our understanding of the obstacles to developing a good education with the help of those who know best: young people themselves, as well as the hundreds of schools and colleges, youth workers, multinational organisations, universities and parent groups that grapple with these issues every day.
The implications of Whole Education will be considerable, not only for education but also for the workforce, the economy, civic health and wellbeing. Teachers will have easier access to – and a better awareness and understanding of – a wide range of innovative practices. High-quality education, be it academic, vocational or practical, in school or in the local community, will be more accessible to young people. Finally, the policy environment around education will be such that making these opportunities available will not be arduous or controversial but actively encouraged. There will be less of a tendency for parents, policymakers and other stakeholders to value certain types of education over others, enabling young people to pursue confidently the educational path that sparks in them excitement and a love of learning.
Engaging employers and business in the debate about education is vital to ensuring that we provide young people with the skills they will need to succeed in the workplace. While the particular skills required may vary among professions, employers increasingly agree on the importance of resilience, perseverance and the ability to work in a team. These skills are valuable not only in the workplace but also throughout life. This is not, of course, the sole responsibility of schools and teachers. Parents and people in the local community must recognise their role in giving young people the opportunity
to develop these skills.
One of our core beliefs speaks of the importance of empowering young people to do good within their communities and to learn how they can change society for the better. If our education system can prepare young people in this way, the benefits to society, to civic health and to the wellbeing of communities will be considerable. By enhancing young people’s sense of agency and teaching them self-awareness and empathy, we can help them to understand and tackle the problems we face in society today, from increasingly segmented communities to climate change. By showing young people the value of collaboration, we can encourage them to look outwards and to develop strong relationships not just with their peers but also with other people in the local community.
A stronger workforce, a generation that understands the importance of community life and an education system that develops well-rounded, capable individuals are all vital in producing an inclusive society in which we can all realise our potential. This is at the core of the Whole Education movement.
Douglas Archibald is director of Whole Education. Additional reporting by Charlotte Young.
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