Gillian Morgan


 

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'In delay there lies no plenty'

user image 2011-11-22
By: Gillian Morgan
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When I was in the grammar school during the fifities, we were discouragedfrom thinking about a careeruntil 'O' levels hadbeencompleted and 'A' levels decided on.This was to discourage us from the lure of jobs and the money that they provided.Oxford and Cambridge were the goals, or some otheruniversity,preferably in Wales.The role of the grammar school was to preparepupils for an academic career.

At a class reuniona few years ago, one of the 'girls', to everyone's delight,or amazement, anyway, had returned to teach in the school we had attended, retiring when she was sixty.Many of the others, after 'O' levels,hadbecomecounter clerks in banks.

I wondered ifthis would have been so if we'dreceived advice from a careers' adviser. (The year before 'O' levels someone came to talk about jobs butall I recall was a warningabout a 'bored' telephone operator, who wanted to retrain for somethingmore interesting.)

Although we did not realise it at the time, my classmates and Iwere on the cusp of a new era. Up until about 1960 it was widely assumed that a job was just a 'filler' until marriage, when womenexited the jobs market for ever. (The staff in our school were, on the whole, unmarried, proving women might need to work all their lives).We, the'baby boomers', showed thatmany women wantedmarriage and acareer.

I'll digress a little and forgive me, but I've been listening to some sixth formers talkng about their futures. They, too, are at a pivotal pointand they needguidance.

Until recently, the goal has been higher education for all,regardless of what jobs people eventually hope to have.There are many jobs I can think of, but will not mention, for fear ofoffending anyone, that simply do not need a degree,though it is possible to take a degree qualification in that particular area.

Two of the pupils I spoke to, were consideringstarting a 'sandwich' courses, where they can 'earn and learn', while studying fora part-time degree.

Anothertoyed with the idea oftaking any job to enable herto live at home andstudy for an 'Open University' degree, becauseshedid not want to be lumbered with thousands of pounds worth of debtsthroughout her twenties. (Although some government minister or other has just said thatdebts should be looked on as 'loans', they still have to be repaid, whatever they are called).

This could be the generation that turns its collective back on traditional modes of education, that questions the costof a broadeducation when, practically,subjects relevantto the intendedoccupation would be a more time and cost-effective way of achieving career goals.

Gillian Morgan
12/04/11 06:01:53PM @gillian-morgan:

Hallo Alwyn, Thank you for your comment. Congratulations on your book, which I hope to read soon.

I grew up at a time whenfurther education was often only for the those who could afford it.

I have a friend from a family of seventeenchildren, who all wongrammar school places. However, they had to find jobsimmediately after leaving school, needing the money.

The brothers in this family were in World War 11 were assistedafterwardsto go to collegeand they became teachers and preachers.

My friend, lateseventies, still laments she did not have the encouragement or the moneyto go on to a profession. However, I have met many people who have done well, although not having the adavantage of a college education, but by dint of theirability and willingness to undertake and pay for home-study and work a tiring day. (Not for them the luxury of being a young student, without family responsibilities).

I think we have to be very clear-eyed now about which way education is going. (It always surprises me that most people don't understand how many of our politicians have been to Public Schools).

A well-rounded education is the desirable aim, but it is always imporatant to listen to students and help them decide what they want.

I have often discussed with young mothers, whose career needs have changed since having children, what further qualificationsmight enable them to take a job which fits in with family life.

When we're talking education we've got to thinl of money, long term security and skills that are transferableif jobs markets change.

Good luck with the book, Hwyl, Gillian


alwyn parry
12/04/11 02:55:54AM @alwyn-parry:

Kia ora Gillian

your commentary of what used to happen at Grammar Schools parallel my own experience you might enjoy reading "the Quarryman's Son' which Ceri has been kind enough to critique.One of the catalyst that got me to write the book was as a result of a get together to celebrate 50 years since passing the 11+ and to see what these people had achieved was amazing .


Gillian Morgan
11/23/11 07:13:21PM @gillian-morgan:

Thank you Ceri andSwansea. We had to take 'comparative' education when I was in college and learntthat in some countriesstudents were told what jobs were needed and were allowed to trainfor those jobs only. Thusstudents could not pluck a subject out of the air andchoose to study it. For example, if twenty doctors only were needed, one hundred students were not given places.

A broad classical education is a luxury, but in Britain, people came to expect it as a right. Now, I'm notsure we can afford it. (I know some people say we cannot not afford it, but ...) Yes, it's sad, but economics enters the equation.

As for Swansea's comments about books: once I've read a book, I do not want to see the film. Invariably, when I've seen films after reading the books, they are a let-down.If I llike a film, though, I will often read the book.


Ceri Shaw
11/22/11 11:52:10PM @ceri-shaw:

Largely in agreement with SJ here....my main concern is that subjects like history, anthropology, English literature, philosphy etc are inevitably de priotitized in any educational scheme that emphasises occupational training. I take the old fashioned view that education is there ( at least in part ) to pass on the prevailing culture/cultures of the society in which it is practised.

We would all be very much the poorer if future generations were trained solely as 'widget-makers' and knew nothing of their past, their literature, their traditions etc.


Ceri Shaw
11/22/11 08:41:06PM @ceri-shaw:

"This could be the generation that turns its collective back on traditional modes of education, that questions the costof a broadeducation...." I very much fear you may be right but I sincerely hope not