Tiered Assumptions
July 9th, 2007There’s been a study that says (according to the summary in The Age:
[A]cademically gifted VCE students at schools that had introduced a technical stream, which included nearly all schools in less affluent areas — were less likely to win a university place than before.
VCAL is presented as being the enemy. It’s a technically-oriented alternative to the VCE, intended to make school relevant and interesting to students who are not academically inclined. Instead of learning calculus, they’ll learn to strip down an engine or manage a commercial kitchen or construct furniture, etc etc.
It seems obvious that schools where relatively few students have academic interests or ambitions would benefit from a programme like VCAL. Trying to bully students through an academic curriculum that has no relevance for them, and in which they have no interest, is worthless and counterproductive. It’s easy for those of us who were academically inclined to frame discussions about schooling in academic terms. According this reasoning, schools should aspire to give kids the sort of skills that I was given, and which have made me so successful (not to mention wise). But our memories of school (perhaps because they were formed during our narcissistic youth) tend to omit any reference to the experiences of those other students who, sitting alongside us in our classes, were made to feel stupid and small because they didn’t understand, and would never understand.
According to this article, the study finds that academically-gifted students in schools with a VCAL programme are doing less well than they were before VCAL came along. If that’s true, then it’s a bit surprising — I would have thought that VCE students would have benefited from classes which had a lower concentration of students who couldn’t give a shit. On the other hand, the drain of VCAL students would have meant fewer VCE classes, and thus fewer subject selections, so VCE students might have been stuck with a few generic choices that may or may not have suited them. Staffing might be an issue, too — schools may have needed to overlook a potential teacher with a VCE specialisation in favour of one who could teach VCAL as well.
It’s an issue if academically-minded kids are suffering in VCAL schools. It’s a problem that needs addressing. My concern with the way this article is presented, though, is that it seems to buy into the Cult of the VCE.
Mr Edwards said most public school principals had not been offered extra State Government funding to improve their academic programs to compete with the growth in richer independent schools. They were left with little choice but to specialise in vocational skills — an important pathway, but one that disadvantaged academically minded students.
The assumptions contained within this paragraph are:
- That government schools should “compete” for students with private schools, on the same terms.
- That schools who decide to focus on vocational skills are doing so because there is “little choice”. It couldn’t be a decision taken in the interests of their students.
- That vocational education is “an important pathway”, but academic education is something altogether more.
Academic achievement, then, is the norm, from which vocational education is the departure. Those assumptions can even carry through to those schools which offer a VCAL programme. Perhaps there are schools where VCAL has an equal or higher status to the VCE, but in those couple of schools that I taught at during teaching rounds which offered a VCAL programme, it was quite clear (although perhaps not said explicitly) that VCAL was for the stupid kids. Articles like this carry the message loud and clear — it’s all well and good for you kids to be doing their panel beating or whatever, but let’s not pretend that it’s really important, and let’s for God’s sake make sure that they’re not taking away from those students who are doing real schooling, you know, with books and pencils and rulers and calculators.
It’s nice and obvious when VCE students start doing badly. We can look at these nice tables of figures and draw easy conclusions about what’s going on. If initiatives like VCAL begin to be compromised as a reaction against that decline, then the consequences will be less obvious. I’m quite sure that there are many students for whom VCAL brought school to life, made it relevant and interesting and provided them with the opportunity to excel on their own terms. But those students were invisible before VCAL came along (because they tended to leave well before they could drag their school down the VCE league tables), and they’ll be invisible again once they’ve been sacrificed on the altar of other students’ ENTER scores. In schools, the academic will always triumph over the non-academic as long as one remains more measurable than the other, and as long as those conducting studies and making policy regard their own (invariably academic) experiences as the model for others to follow.


