WHAT THE EXPERTS SAY....


UK GOVERNMENT SHOULD PROVIDE TARGETED TEACHER TRAINING TO DEAL WITH RISING SOCIAL ISSUES


Comment by JAMES WOODHOUSE, Computer Science Lead at Save My Exams N


etflix’s new drama series, Adolescence, has shone a national light on some of the issues schools and teachers are having to deal with on a regular basis.


There has been a notable surge in the number of incidents stemming from negative online behaviours such as cyber bullying, online incel propaganda, revenge porn and the manosphere network on social media platforms, causing troubling behaviours to be brought into the school environment, It is challenging for teachers and stressful for parents, because ultimately teachers have seen a deterioration in teenage behaviour as a result of individuals glorifying extremist topics and cultures online, as highlighted in the new Netflix drama.


Within schools, there is PSHE, and also a focus on events such as Safer Internet Day incorporated within tutorial periods. However, as you approach Year 10 and Year 11, when children are of adolescent age, the GCSE curriculum obviously becomes a priority.


Hopefully, the drama will drive more focus and promote some change to make sure these messages are being reiterated and taught on a more regular basis, because what young people are consuming online is impacting behaviour in schools, and in the case of some boys, is also wrongly


influencing their perception and attitudes towards women. When a topic is really relevant, students will often respond positively and really engage with it. It would therefore be really beneficial if the UK Government’s ongoing curriculum review reflected these emerging social issues, providing targeted resources to schools and teachers to help educate students on the dangers of this content, alongside how to appropriately deal with the challenging behaviours posed as a result of teens consuming it. As well as offering targeted support for teachers to counteract these concerning behaviours and attitudes, it would also be beneficial to see resources extended to parents to better educate them about social media, helping to address the emerging online void between some teenagers and adults.


Parents and teachers are having to up their game to try and keep children safe online, and awareness and education is needed, particularly into the ways that messages can be hidden within videos through double-meaning words or emojis, and advancements in the capabilities of AI - particularly relating to deep fakes, catfishing and fake news.


WHY GO TO UNIVERSITY? SERIOUS


VOCATIONAL GUIDANCE Comment by ADRIAN FURNHAM, former lecturer at Pembroke College Oxford and Professor at University College London.


I


was the first in my family to go to university. Indeed, I took to university life rather too well, and remained for 10 years collecting degrees (five) before I got a job (according to my mother, not a proper job), as a lecturer and later a Professor (of Psychology). Many universities have since changed dramatically in all sorts of ways, and a degree is now a very expensive option.


And as an academic I am often asked by parents about universities, particularly how to get into the Russell Group. Many of us recall the Blairite mantra: Education, Education, Education. And since the Millennium there has been a huge expansion of universities. There are now around 130 in the UK - well over twice as many as there were 50 years ago. But, dare one ask the question: why go? There are, in my view, three types of reason for going to university.


Orthodox reasons


To get a qualification that improves job prospects (and a bigger salary). Clearly, this depends on the degree. There are often surveys which show how salaries are linked to later salaries… sociology and zoology near the bottom, finance at the top. Some jobs, like those in medicine, require a degree. It certainly is not clear whether a degree in event management from a new university increases job prospects considering the opportunity cost of a degree (3 years fees comes to £30,000; opportunity cost is £90,000).


To acquire useful knowledge and employable, transferable, hard and soft skills. This is similar to the above but focuses on specific skills which are taught on some degree courses. This is less about college and discipline reputation and more about what you can do. To understand how to be persuasive with words and numbers...


April 2025


give presentations, understand current affairs, make wise investments. This usually refers to skills obtained in essay writing, giving presentations. It is all about accessing, critiquing and summarising knowledge, in a specific area.


To build self-confidence, independence and responsibility. These three may in fact be better obtained by working rather than studying but that all depends.


Good reasons


You find out what you are really good at; you can experiment; find out where your talents lie. To find out what really interests and inspires you, so you achieve that person-job fit that eludes people for so long. To guide and foster an interest/ passion for its own sake. So many disciplines have a “go-nowhere” feel about them but that is not important. It is really the one chance you have to really explore that which captivates you.


To understand the idea of personal challenge. To (have to) do things which are hard; take effort, dedication and sacrifice. Little that is worthwhile, some argue, comes easily. To be able to master complexity. So, can you be happy, fulfilled and successful without going to university? Of course. Should you go straight from school? Not sure. Did I waste time getting degrees? Certainly.


And is a degree a good investment now? So many go to universities and are confronted with fewer and more disgruntled staff. All are struggling with the power of AI. Perhaps students should defer the decision until the dust settles. Try some rich experiences at the University of Life - and save themselves a bob or two.


www.education-today.co.uk 25


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