To Sat or not to Sat ... no question ...

There is no question here for me. Get rid of them and plough the money back into teaching and learning. Particularly learning. John Connell's post of yesterday and my response to it is all part of this agenda. We need to move on from this obsession with measuring what our learners do to supporting their interests and enthusiasms and, as professionals, channel their time and efforts . We are no longer 'training' pupils for jobs but should be providing them with the stepping stones towards a creative, adaptive adult life. And this does not demand to know what Sat level you are ... or for that matter what level you are in anything. Learning and understanding is surely not based on a level of anything.

Today the BBC report that Sats results expected to fall I am totally amazed that such an arbitrary scale can be deemed to rise and fall anyway. But this BBC comment is based on an organisational juggle. Am I bovvered? Not a bit.

It is all okay though because the MPs are going to 'grill' the exam chiefs. What an incredible smoke-screen. Have you heard the one about 'wood' and 'trees'?

There is a problem with the amount of money being spent on 'weighing' our children but this really is not a big issue. But the fact that it diverts attention away from looking forward to the challenges of 'learning 2.0' is a problem.

We must be planning to move the focus of education from pedagogy - in a blended way -towards andragogy and heutagogy. The ownership of the learning must be invested in the learners and it is their active participation in their own learning that education should seek. Selling them the idea that tests show what they can do and what they will be able to do is just not fair ... we need to move on.

John says that, at the moment he 'doesn't buy it', but he does comment that, the context within which education systems need to work is changed. He continues ... The key sets of stakeholders, the world over – governments, parents, business, the teaching profession, universities – remain obdurately tied to industrial-age education ... when we don't live in one any more. A read of The World Is Flat: A Brief History of the Twenty-First Century by Thomas L. Friedman will indicate why a change of perspective is important.