From Exam Factories to Communities of Discovery:

The Democratic Route (Bedford Way Papers)

Frank Coffield and Bill Williamson

This is a remarkable book. Written with a sense of urgency, the authors advocate for a dramatic course of action. Coffield and Williamson have impressive academic credentials, so it was with some relief I read the opening sentence: a book on the power of democracy to transform education must be written in democratic language, accessible to all. They make their reasons for this quite clear. They want lots of people to read it – and take action. The opening chapter urges us to break the consensus on education by asking the reader to accept that we need to replace rather than reform the ‘system’. A first step is to reclaim the language of education which has been hijacked by management speak. This is important because junk language is as damaging to our minds as junk food is to our bodies. To replace the system, we need a genuinely open public debate about the content and purposes of education. To do this, the most fundamental question we should be asking is:

How can we help more people to engage in creative forms of new learning that will enable them to overcome not only the deep-seated, cumulative obstacles of inequality faced by the many, but also the collective threats now faced by us all?

Much of the rest of the book is given over to addressing this question, by proposing an alternative future centred around building communities of discovery. More of which later.

The next chapter is big picture stuff. A diagnosis of our time explains exactly what is wrong with the current system. The authors contend that it is based on a biased ‘diagnosis’. Skewed, powerful, vested interests continue to shape the educational opportunities of the majority. This results in employer led demand for people to be given an education that will fit them for such jobs as are available. This narrow focus on skills runs the risk of inhibiting creativity and a wide cultural awareness. The emphasis on competition rather than cooperation in a global market, limits our ability to address the global challenges that are affecting everyone – threats to our collective well being. The chapter concludes with a template for conducting democratic audits of our institutions leading to prioritising on possible action plans

The third chapter looks at an educational balance sheet. Let’s not throw the babies out with the bathwater. Although the writers want to replace the current system, there are characteristics of the present system that are worth acknowledging. Past experiences and current strengths are weighed against the perceived weaknesses and inequalities of the present system. On the plus side, they acknowledge the innovation and resilience of education institutions - and their ability to ‘ensure that learners are protected from the hyperactivity of ministers and the hyper-accountability they have imposed. The debit side is presented as a dysfunctional, disorganised and demoralised public service…held together by the goodwill of its educators. The scene has now been set for a call to arms….Chapter Four.

Now comes the main thesis of the book – that we should move from exam factories to communities of discovery. Before getting into this, the authors provide a final summation as to what is wrong with the present system. It is the case, they argue, that exam factories, where learning techniques to pass exams rather than understanding, are now what matters to those in power. The stress this system engenders for staff and students alike can be substantial – as are the eye watering amounts of money we have to spend on examining and inspecting this system. So let’s now consider communities of discovery. They embody thirteen essential characteristics based around themes of partnerships between educators and learners, in which learning is collaborative and democratic and expansive. Principled dissent is positively encouraged and institutions become the thriving hubs of local communities. This is a compelling system, but as the authors sensibly acknowledge, systems do not build themselves. The chapter concludes with a consideration as to how this might be achieved. Firstly, they point out that this will not be easy. New ideas do not grow like flowers according to some natural plan; they emerge through processes of struggle. But there are models out there that show us how some communities of discovery are already working. They are to be found on the peripheries; for example, in the work going on in youth and community agencies with disaffected young people. We need to record and consolidate the lessons from these exemplars. Open, unconstrained communication is another key ingredient and the authors see great possibilities with new technologies and the internet to facilitate this.

The closing chapter addresses the big question - can we do it? Notwithstanding some of the despair of earlier chapters, there is an optimism here, and a positivity when in comes to looking at possible solutions. The real challenges (inhibited ‘grammar’ of schooling/how does mainstream learn from the periphery/wasteful effects of competition etc) are acknowledged and addressed, but the opportunities for a new society to grow within and alongside the institutions it may gradually marginalise and replace are now explored in some depth. We are not starting from scratch; there is a rich international legacy we can build on. Well researched models of change can be harnessed if we can nurture the development of communities of powerful democratic professionals from within the current workforce, at all levels. The writers acknowledge that this will not be easy; change does not come without a struggle but we can and must do it. And this book, possibly more that any other I have read, tells us why – and shows us how.

This is a short, highly readable book with a powerful and compelling message. The language is elegant and clear - the argument powerful and persuasive. A remarkable book – I encourage all involved in education to read it.

David Ashworth January 2012