It's Summer, Ian McCaskill has once again, for a brief interval, been recast from a harbinger of gloom to a relatively welcome informant. Six hundred and fifty MPs are preparing to go on holiday for a couple of months and leave the profit system to run itself while slow-paced, deep-voiced cricket commentaries, emanating from every media outlet, provide the season's soundtrack.
One place that soundtrack does not intrude upon, though, is the silence of the large, wooden-floored hall in every school and college where thousands of young people every year sit exams. Every summer tens of thousands of students from High schools and colleges step off a convey belt and into a quality control unit — the examination. Like cassette players or cars which carry a 'Tested—Okay' label, some candidates will leave the process certified as competent to perform certain roles in the commercial system or pass on to the next stage of training. Others will be sent back to the drawing board or invited to quit the process.
In Victorian times the education system prepared young people for wage-slavery in a blunt and blatant fashion. In Hard Times, Charles Dickens describes this operation with vivid detail in a chapter called 'Murdering the Innocents'. Here children are being knocked into uniformity and docility by one of a new regiment of indoctrinators. The teachers were made by much the same method as they were now using on their victims.
. . . Mr. M'Choakumchild began in his best manner. He and some one hundred and forty other schoolmasters, had been lately turned at the same time, in the same factory, on the same principles, like so many pianoforte legs.
Some of today's educationalists would say that things are drastically different now. But are they? The same class-divided social system operates today as operated in Dickens' day and it has the same demands for a workforce which is disciplined, respectful of authority and implanted with the same fundamentally fallacious assumptions about society, class, competition and "Human nature" as its Victorian predecessor.
Examination Halls are once again filling up every morning and afternoon with hundreds of worried people. Once inside the Halls, the candidates, whose only identification for these purposes is a number, will be ushered to their respective desks the regulation three feet from their neighbour. They will be briefly addressed in a detached, impersonal tone and then will follow two or three hours of occasional coughing, sporadic fidgeting and the trail of invigilator's footsteps. College lectures have been described as the process by which lecturers' notes are passed to the notepads of students without really passing through the minds of either. Spilling out the same stuff on an exam script in a similar fashion is often the next stage in the game. I have been a participant in this rigmarole for 17 years: eleven as a student at various schools and colleges and now six as a teacher and examiner. The more familiar you become with the whole process, the clearer its main purpose becomes. Vainly describing itself as 'Education', the training programme delivered to people between the ages of 11 and 18 is little more than preparing people for the job market. Students are encouraged that the later they leave the process. the more attractive will be the job application form available to them.
Training Workers
The burden of cost for education, so-called, lies with the ruling class — the small minority of men and women who own and control the world's wealth. Education is. with most governments around the globe, the second largest budgeted expenditure after "Defence" (War), such is its importance in moulding a working class generally compliant to the hardships and insecurities of the profit system and tailored to the requirements of its work.
It is true that widespread literacy and numeracy are a pre-condition for the democratic operation of world society but we have already reached that stage. Since the early nineteenth century, the commercial system developed the need for a better educated workforce and then, later on,, for increased technical skills. Syllabuses and examinations have developed broadly in accordance with what the profit system needs. One recent development has been the move to experiential learning techniques and corresponding methods of testing those skills. The Certificate of Secondary Education (CSE) and General Certificate of Education (GCE) O’ level have now been abolished and replaced by the General Certificate of Secondary Education (GCSE) syllabuses which purport to provide a better "education" for those leaving full-time education at 16. One important factor in the design of these new courses was the way they would help to improve the organisational skills of prospective workers. According to a recent publication from the Department of Education and Science. GCSEa Guide for Employers,
Many employers have long been in favour of GCSE. It was, after all, developed in consultation with employers and other interests. (HMSO Educ. Jo. 243.1988)
In Britain about 4,000,000 people work in offices and there is a growing concern amongst employers, as commercial competition becomes more intensified, that their workers may not be up to date with the latest technology. The main purpose of the "A" level exams is to provide an entry ticket for the arena of "Higher Education", or entry into wage (salary) slavery at a "higher" level. Although some people climbing these rungs of the ladder can give the impression that the altitudes are enough to cause giddiness, their clamberings are not even visible from the heights of wealth and power occupied by the ruling class. Back at street level, even several of the "A" level syllabuses are being revamped to include more "practical" components. The Business Studies "A" level, for example, now incorporates a period of "work experience" where the student contributes a few weeks work to a local firm for nothing or next to nothing. Clearly a nice little perk for the owners of the local firm but less clearly a useful experience from the student"s point of view. Arguably the best result that can come from this episode is for the student to work his or her guts out during the "experience". not make any inquiries about a union and act with the right sort of servility to the right people — then they just might be hired by the firm on a "permanent" basis.
Learning the Rules of the Game
Recently, the courses run by the Business and Technician Education Council have become more prevalent in colleges around the country. The BTEC courses at "First" and "National” levels roughly parallel the more theoretical GCSE and A" level courses. They are based, almost exclusively, on a learning-by-doing principle and students' progress is monitored by continuous assessment of "assignments'". The BTEC National course (the "higher" of the two), though, has an examination at the end but because the ethos of academic exams runs against the ethos of the BTEC, their exams are not called exams but "Time Constrained Assignments".
Students on these courses are frequently asked, as part of their assignments, to assume the role of a particular type of employee and then, presented with a "scenario", are invited to complete a number of "tasks". You can see why the owners of industry and commerce must find this sort of thing a real boon. For one thing, it must cut the cost of their own training schemes, either in-house or the type they pay their workers to attend. Education in the commercial system, capitalism, has always been geared to shaping people for the role that their class demands from them. The children of the wealthy owners of society are sent to expensive, exclusive, elitist schools where they are trained in the ways of being patronising members of the ruling class. Conversely, ninety per cent of us attend schools where they teach you (or try to) how to work and to be on the receiving end of orders from the boss. The element of these BTEC courses which is a new departure is the open starkness with which the "students" are being apprenticed to types of work in the setting of a college; not just the skills and procedures required in different types of work but also the way in which they are encouraged to adopt The Right Attitude.
Consider one example of an assignment for students on a BTEC National course designed to prepare them for low levels of management. Details are given about an imaginary company, Fuelsave Ltd. based in Cricklewood with a workforce of eight, three of whom are part-time. The company produces a petrol saving device. A full report on the company is also given, " . . produces between 225 -275 Fuelsavers a week . . . gadgets retail mainly through garages in the South East for £80. . . Fred Smith the founder and majority shareholder wishes to increase production but expansion at the current site is impossible. . . Fred calls a Board Meeting to discuss expansion ". Students are then asked to put themselves through a succession of different roles in furnishing the firm with advice about relocating in two sites, raising new sums of financial capital, suing other firms if they try to use the technology of the fuelsave device (which has been patented), and the "best" way to make workers redundant. Other assignments in this course entail the students casting themselves as clerical workers, estate agents, insurance officers and local government workers.
The remodelling of education on more commercially related lines has also begun to percolate into higher education not only by the innovation of degrees in subjects like "Business Administration" but also in attempts to trim out of existence those research projects which do not appear to be useful to the actual workings of capitalist society and its constant quest for profit for the few. Higher educational institutions are also being seen as places which could be more concertedly used by the owners of industry to cultivate greater numbers of their highly skilled workers. Speaking recently to a conference in London, Lord Prior, former Employment Secretary (before he disagreed with Thatcher) and now collecting a little spending money as Chairman of G.E.C. (£200,000+) said that Britain is too snooty about its universities and this is "depriving industry and commerce of highly-trained brains". He suggested that universities and degrees should not be seen as ivory towers offering glittering prizes. “They should be seen as places which produce a highly-trained workforce for the market place".
(London Evening Standard, 30 April 1988).
If you are taking exams this month, or have children who are, or are teaching towards them or marking them, then you may well be familiar with the little blurb at the top of exam papers which proclaims that "Candidates are reminded of the necessity for good English and orderly presentation in their work . . ." A fully honest preamble would also tell you that "this exam is a necessary part of a competitive and uncivilised social system. It has virtually nothing to do with genuine study and knowledge . . ." One final point, in fact an alternative exam question: Imagine you are living in a society which has abolished class division and operates on the principle "from each according to ability to each according to need". Explain how your life is different from that of one of history's wage slaves!
Gary Jay
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