Английский язык. Сравнительная педагогика - страница 9

Second, there are those who argue for a rather traditional curriculum which is divided into «subjects» and which calls upon those cultural standards which previous generations have known – the study of literary classics (Shakespeare, Keats, Wordsworth), rather than popular multi-cultural history, classical music rather than popular music, and so on. Since there are many children who would not be interested in or capable of learning within these subjects, there is a tendency for such advocates of traditional standards to support an early selection of children into «the minority» who are capable of being so educated, separated off from «the majority» who are thought to benefit more from a more technical or practical education.

Third, there are those who question deeply the idea of a curriculum based on these traditional subjects. Many employers, for instance, think that such a curriculum by itself ill – serves the country economically. The curriculum ought to be more relevant to the world of work, providing those skills, such as computer, numeracy and literacy skills, personal qualities (such as cooperation and enterprise) and knowledge (such as economic awareness) which make people more employable.

A very important speech which expressed those concerns and which is seen as a watershed in government policy was that of Prime Minister Callaghan at Ruskin College, Oxford, in 1976.

«Preparing future generations for life» was the theme and he pointed to the need for greater relevance in education on four fronts: the acquisition by school leavers of basic skills which they lacked but which industry needed; the development of more positive attitudes to industry and to the economic needs of society; greater technological know-how so that they might live effectively in a technological society; the development of personal qualities for coping with an unpredictable future.