The fundamental aims of English education, particularly at the primary level, have once again become a point of discussion among educators. This renewed focus follows contributions from Prof Colin Richards and Moira Sykes, who have weighed in on what schools should truly be striving to achieve for their pupils.
Prof Richards has expressed a desire for schools to continue placing importance on a broader range of goals, rather than narrowing their focus to mere obedience. This perspective suggests a move towards cultivating a more holistic educational experience, where personal development and well-being are given significant weight. Concurrently, Moira Sykes has highlighted the crucial need for school managements to be held accountable for their performance and the outcomes they deliver for children.
This discussion harks back to a significant, albeit singular, research inquiry conducted almost five decades ago. Published nearly 50 years ago, this inquiry specifically delved into the aims of primary education in England. It revealed a diverse landscape of objectives, with 72 distinct aims identified from the responses of teachers across the country. The findings of this historical research offer valuable context to the present-day debate.
Crucially, the top three aims identified in that 1970s inquiry were pupil happiness, fostering curiosity, and developing the skill of 'learning to learn'. These findings suggest that, historically, educators have recognised the importance of emotional well-being and intrinsic motivation alongside academic achievement. The fact that happiness was the foremost aim underscores a long-standing understanding of its foundational role in effective education.
Interestingly, despite this detailed historical look into primary education, there has never been a comprehensive research inquiry into the aims of English education generally. This absence suggests a potential gap in understanding the broader, overarching objectives that guide the entire educational system, from early years through to secondary and beyond. The current debate, therefore, could serve as a catalyst for a more wide-ranging examination of what the nation truly expects from its schools.