The toughest test facing reforms proposed by the Education Commission is not implementing changes to the system, but winning public acceptance for radical ideas.
Initial reactions from the teaching profession suggest that plans to do away with rote learning, examination routines and the banding system will face great resistance from parents and pupils as well as staff. Removing 'failure' from the marking system is one thing. Redefining 'success' is a more dangerous concept in a society where elitism reigns.
But initial fears should soon prove misplaced. 'Top' schools will continue to feed the universities, and high-scoring pupils will still shine in the classrooms. But they will no longer have a monopoly on achievement. Under the proposals, children will be assessed on their overall performance instead of being categorised by a single examination result. Their classwork and commitment will be taken into account, and they will be streamed according to ability. This means, for example, that those who do well in English can enter higher classes if they are ahead of their peers. They can also join lower classes to learn at their own speed in weaker subjects.
Instead of memorising facts, students will be encouraged to question what they are taught, analyse information and learn how to research for themselves. If this succeeds, they will develop self-confidence and learn the art of problem-solving.
All this should bring education into the 21st century, training students to think creatively and stimulating their intellectual curiosity. Lessons should become livelier and more challenging. Rather than be segregated into either arts or science courses, pupils will receive a more rounded education.
For teachers, the transition may be harder to handle. Those steeped in the old ways will have to become open-minded enough to accept a system without a regimented script. But many will find a more informal approach receives a better response, and can be its own reward.
