Wednesday, 4 November 2009

A Bleaker Outlook for Graduates

Yesterday's Guardian newspaper reports a 44% increase in graduate unemployment during the past 12 months. This is, perhaps, to be expected in an economic downturn, but it's nevertheless worrying, especially for those students who have applied, in record numbers, to go to university  this year.


Why would more young people opt for a course of action which seems to be increasingly likely to result in disappointment? My own guess is that, at a time of great uncertainty,  they simply don't know what else to do - and that's never a good reason to choose a course of study.

As I've said in an earlier post, with the exponential growth in Knowledge Process Outsourcing, we're likely to see a fall in demand for highly skilled 'knowledge workers', since it's now cheaper and easier to  outsource the kinds of tasks graduates used to do, to doctorates in India, Brazil or China. So, the position is likely to get more gloomy. Some of the biggest falls are in the hitherto 'safe' financial and business sectors. We still delude ourselves into thinking that expanding the number of university graduates is the only way to make us competitive in the  global 'knowledge economy'. Wouldn't it be better to equally value alternatives to higher education, which might foster the kinds of skills and creative talent which the rest of the world continues to envy? Digg Technorati Delicious StumbleUpon Reddit BlinkList Furl Mixx Facebook Google Bookmark Yahoo
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The Blame Game

I've had a cutting hanging around in my jeans for weeks. I was just about to wash them, but decided to share it with you, just before it goes in the wash, metaphorically and literally. I do so because, to me, it symbolises the mood of the nation at the moment: we just want someone to blame for all the crap we're having to endure. Personally, as someone who has great cause to thank the NHS for its response to my sudden, and serious, health problems, I don't feel anything like as recriminatory, but maybe I'm just a middle-class softie.

Anyway, the said cutting is the lead letter to the Independent newspaper, from early September. It's cheerfully headed 'It's not just the NHS - nothing works in this country'. Its author tells the saga of a house move gone wrong (though in the scheme of things, I don't think it warrants 'lead letter' status).


Insurance company Saga apparently messed up insuring the new house and car (significant senior moments, I guess); then the electricity company denied the existence of their house. Don't get him/her started on the Post Office - they couldn't cope, apparently, with redirecting mail (though we've just had a seamless re-direction to our new house) and then the final straw: inaccurate water bills!

But it's the final para which ties all of these apparent frustrations together in one succinct analysis:
'In my humble opinion the problems arise from too much reliance on computers and the fact that the majority of people are not interested in doing their job properly. What does that tell us about our educational (sic) system?'

Who'd be a teacher, eh? Digg Technorati Delicious StumbleUpon Reddit BlinkList Furl Mixx Facebook Google Bookmark Yahoo
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Saturday, 31 October 2009

Don't Ask The Questions...

.... if you don't want to know the answers.

Yesterday saw the UK government dismiss their chief  adviser on drug policy, for having the temerity to offer his considered advice that a welter of evidence suggests that ecstacy and cannabis are less harmful than alcohol. It seems like nothing more than a case of shooting the messenger. Professor David Nutt  and his committee have been undertaking independent academic research for years. Why? Because this government have always argued the case for 'evidence-based' policy formulation.

The ensuing row, currently taking place, is full of opinions about which drug causes the more harm, and therefore which should be re-classified. This misses the point.

You don't hire your own experts and then fire them for giving you advice you don't like. Former Home Secretary Jacqui Smith states 'experts advise and governments make decisions'. Quite so. But at least, be honest enough to say that, on this occasion, you're going to put other prio
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Thursday, 29 October 2009

A 'Need To Know' Basis?


I'm taking part, in a couple of weeks, in a conference organised by the Innovation Unit and Guardian Innovation in Education'. The Innovation Unit are key partners in the Learning Futures project that I'm leading, so I'm confident it'll be a good'un. There's a great list of speakers that I'm looking forward to hearing, none more than David (Lord) Puttnam who, in my book, epitomises integrity. And he's always challenging. This time he'll be talking about 'the opportunities in a future that is knowledge based and the skills required to remain competitive in the 21st century.'


I've written elsewhere on the challenge our economy faces from the outsourcing of  knowledge, and there's no getting away from the fact that we're probably never going to be able to compete with the emerging powerhouses of knowledge workers in India and China. This might be one good reason why we should place a little less emphasis upon knowing dates of famous battles, or quadratic equations - we're never going to get to use that stuff in our working lives, besides, knowledge workers from the East are considerably cheaper to employ than having our own.




But there’s a further, more radical, position which challenges the conventional view of knowledge acquisition in the 21st century. It goes to the heart of how we construct curricula, how we teach, and it goes like this: in 10 years time we won’t have to go and find knowledge – it’ll come and find us. The kind of powerful sophisticated search patterns that makes Google ads so effective can, potentially at least, be turned to what we need to know, when we need to know it. Roger Schank, from the Institute of Learning has some interesting - and provocative - things to say on this:



“The computers we have today are capable of understanding your needs and finding just the right (previously archived and indexed) wise man (or woman) to tell you a story, just when you need it, that will help you think something out. Some work needs to be done to make this happen of course.”
Roger Schank, Institute for Learning Studies, 2009


But not too much work, I'd suggest. Google are well on the way to digitising most of the best of what has been thought and written, and they'll find a way to bring it to our attention.Which begs the question, what's most important in both what we teach and the way we teach it? Acquiring 'knowledge' (facts, figures and theoretical constructs) or developing skills (how to turn what is 'known' into useful services, products and new ideas)?


And what happens to all that knowledge we acquire in our school careers anyway? Fr Guido Sarducci has spoken eloquently about this, so I'll leave the last word to his holiness:
 



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Wednesday, 21 October 2009

IMC Music Awards, October 18th 2009

As I said in an earlier blog, it's invariably the people that you meet at events such as the World Forum on Music, that make the trip worthwhile, rather than the often too-formal presentations. Two such people were among a number of project leaders who received an inaugural award from the International Music Council for outstanding work. In both cases they show that music education occasionally operates in highly political contexts, requiring dogged persistence, absolute belief in the cause and not a little courage.


FREEMUSE is an independent international organisation which advocates freedom of expression for musicians and composers worldwide. It produces excellent reports on music censorship around the world, and campaigns on behalf of musicians who have been affected by the imposition of censorship - many facing jail or even death. Ole Reitov collected the award, and in his speech pointed out that censorship is far more widespread than we imagine. As a timely for instance, I tried to download some YouTube videos for my presentation while here and realised that the Tunisian government has blocked YouTube. However most of Freemuse's campaigns are more personal and urgent than that - go to their website and sign the petition to support singer Lapiro de Mbanga who was jailed for three years and handed a massive fine by the Cameroon government.



I met Dr Ahmad Sarmast on my first night here, and was immediately impressed by his modesty and wisdom. Ahmad has, almost singlehandedly, established Afghanistan's first National Institute of Music (ANIM), against all kinds of odds most of us couldn't imagine. He told me that the BBC had quite erroneously stated that he'd received death threats from the Taliban in a feature they ran making him, in Dr Sarmast's words, 'not previously a target, but now I am'. The institute is committed to providing a dynamic, challenging and safe learning environment for all students regardless of gender, ethnicity or social circumstances. They reserve a considerable number of places for orphans and street working kids so that, as their website puts it,  they can 'help them attain a vocation that will allow them to reach their full potential, while contributing to their emotional healing'.

If nothing else, meeting people like Ahmad and Ole reminds you  that we don't know we're born, in the UK music education scene. We're not exactly putting our lives at risk for the sake of wider access, are we?
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Monday, 19 October 2009

The Elephants and the Fleas


I'm writing this from Tunis, where I'm speaking tomorrow as part of the World Music Forum of the International Music Council. As ever with these things, it's the people you meet, rather than the quality of the presentations, that provides the incentive to attend. Nevertheless, there have been some really interesting presentations. This morning's discussion was around the  ongoing dismantling of the music industry, thanks to digitisation.


Though not overly stated, it seems to me that the underlying driver behind this issue (and many others on the agenda) is the need to democratise the way music is produced, distributed, promoted, sold and taught. I chaired the session on the changes in the music industry two years ago, in China, and it struck me again today who quickly the picture is changing. Only two years ago, the notion of a business model based upon subscription was seen by some as futurist pie-in-the-sky. But since then we've had Spotify, and a host of subscription services appearing. What was clear, listening to the experts, is that no-one really knows where the industry's structure, and sustainable business models will end up. When the dust settles, however, the inexorable rise in digital sales (60% of all music sold is now downloaded in South Korea) will inevitably lead to an increasing number of routes from artist to audience. It seems obvious that the small independent organisations are the Fleas in this scenario - the 'majors' (Sony, Universal BMG and the like) are the Elephants, and they're facing a very difficult future. The Fleas are nimble and clearly leading the way on innovation, while the Elephants lumber on, futilely trying to control a market which has long since got away. The Fleas are often driven by a sense of fairness in a business which has traditional been characterised as distinctly unfair.



Manfred Lippe used to cajole the Elephant, as Managing Director of Warner Music in Germany and Austria. He came out of retirement to be a partner in Rebeat.com. In his talk, he described Rebeat as a one-stop shop service for the unsigned artist or band. By downloading their software - and signing a one-year, per track agreement - Rebeat will get the artist's songs into over 300 online outlets, including iTunes, Napster and AOL, and handle the remuneration which the artists receive, taking 15% for themselves, with the remaining 85% going to the artist. It's not that long ago that major artists like Paul McCartney were hailed for signing with companies on double figure royalty percentages. My own band, in the dark ages of the 1970's received 8%! What's amazing is that the software reduces the whole process of getting your music to market, which used to require a phalanx of lawyers and Artist and Repertoire staff, to filling out a few forms, and hitting the enter button.

Rebeat seems to offer a DIY solution to bands that don't want the hassle of setting up their direct sales websites with a convenient, and above all, equitable, solution.  They're growing fast too, with 100,000 tracks on their site. Of course, the majors would say that just getting your stuff out there is not going to create revenue; that their job is about promoting your music to the right audience.

But with so many artists benefiting from social media marketing, and the more direct link with potential audiences it implies, that function too is becoming redundant for the many bands and artists who may not want to be the next Coldplay, but just want a fair and decent reward for their work.

During one of the breaks I spoke with an Australian indie, who believed that the majors have been quietly buying up equity in on-line distribution services (like Spotify, apparently, and for a pittance). They know that they're not going to be able to survive much longer by selling the product (there's only so much downsizing you can do) but by owning the 'pipes'down which it's sent.

They do say that Elephants are the only animals that can forsee their own death.

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Saturday, 10 October 2009

What about the parents?



I was leading a couple of seminars a week or so ago at the excellent CAPE UK conference and the issue arose - as it inevitably does at these affairs - of how to get parents more engaged in the process of their child's learning. There's usually an uncomfortable silence at this point, in my experience, and we make a few platitudinous comments, before moving on.

I got to thinking afterwards that what we need at this point in the education debate, is some Starbucks input. Let me explain.

Whenever people are asked what makes a perfect cup of coffee, they always list the same qualities: robust aroma, strong taste, with a long finish. But when they're at home in their kitchens, the coffee they make for themselves is invariably  weak and milky. Starbuck's genius lay in making it socially acceptable to ask for a weak, milky coffee - the ubiquitous latte.

It seems like the language parents use when talk turns to the kind of schooling they want for their kids is similar to those coffee surveys. They talk about good inspection results, league table placings and firm discipline. But I can't believe that they don't also want to see their kids happy, and excited about their learning, feeling safe and optimistic about their futures.

The problem is that this is the equivalent of weak, milky coffee - parents simply don't yet have the vocabulary to talk about these aspirations in a public forum, so they resort to the language of 'accountability' and 'standards'.

So, every time we sit in these conferences and look at our shoes when the question of parental voice comes up, we should ask ourselves why we're still conducting our discussions in the language of administrators, and not creating a language of learning which could engage the people who matter most - the parents of the children we teach. Digg Technorati Delicious StumbleUpon Reddit BlinkList Furl Mixx Facebook Google Bookmark Yahoo
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