Search

A personal narrative is presented which explore's the author's experience of working as vice-chancellor of the University of Buckingham, receiving preferential and special treatment, and managing universities and schools.

The author explains why the academy in Great Britain should stand up for International Baccalaureate (IB). The author explains that while the General Certificate of Secondary Education (GCSE) and A levels are in trouble, IB is considered the jewel in the crown of British education. However, unless universities stand up for IB, the author points that IB will retreat to international schools and affluent independent schools.

The authors call on universities in Great Britain to support a radical shift that places learning, rather than assessment, at the centre of the curriculum. The Middle Years Programme of the International Baccalaureate Organisation (IBO) allows teachers to develop and deliver the curriculum in their own disciplines, but asks them to plan each course with an awareness of links with other subjects. The participation of Wellington College in the MYP is discussed.

The article presents the views of Andrew Hamilton, the outgoing vice-chancellor of the University of Oxford, on the higher education Green Paper. Hamilton warned that the teaching excellence framework discussed in the Green Paper could send negative messages to the world about the quality of teaching at British universities. It is stated that vice-chancellors have only themselves to blame for failing to provide the quality of leadership of teaching that their students deserve.

The author argues that the best way to improve teaching in universities is via annual appraisals involving student feedback. He realizes that teaching can be learned through listening, change and mentoring practitioners with feedback of students. He believes that great teachers possess optimism, love of their subject and student, and curiosity about their discipline. He expresses skepticism of the suggestion that academics should be required to have formal qualifications in teaching.

The author ponders on the status of the International Baccalaureate (IB) Diploma Programme being implemented in Great Britain in 2011. He emphasizes that IB has the capability of preparing students for the future. He also explains the need for British colleges and universities to incorporate IB in their offerings.

The author recommends expansion as the key to regain the quality of education in Great Britain. Britain used to lead the world in the field of higher education and research, according to the author. Public spending on domestic education is criticized. Expansion of universities in other countries is cited as an example of global competition for quality education.