IAPS Chairman's speech
3 October 2005
Edinburgh International Conference Centre
Good afternoon, Ladies and Gentlemen. Welcome to Edinburgh. A particularly warm welcome to everyone attending their first conference, and of course to David Trower and our friends from ESHA, and all of you who have travelled from Australia, NZ, Africa, or indeed anywhere from the four corners of the UK and so far beyond.
The choice of slides you will see in the next few minutes is not a coincidence. I would like a backdrop to what I have to say to be a gentle reminder of the age range of our children, the breadth of activities that we offer, and our links with parents and the underdeveloped world.
Much has been written recently about the concept of globalisation. The thoughts and influences of globalisation are very much part of the educational world in general and IAPS in particular. The little acorn from which this very first joint conference grew into today's meeting began in the common experience over the years of past chairmen of IAPS who have benefited so much from the mutual contact with colleagues from all over the world. From there, the idea developed under the drive of a number of people, but notably John Morris, Richard Tovey and Stuart Thackrah. Larraine Curzon has, as always, been my chief rock on a day-to-day basis, and I pay tribute to all of their contributions in turning the germ of an idea into the reality of the first Joint IAPS/ESHA Conference.
Indeed, global thoughts came to IAPS very early. As long ago as 1928, EGH North Esq. in his second stint as Chairman, devoted no less than 8 closely typed pages to the quest by the Americans of the time to ‘build up a group of men in England who will understand America and Americans to their British brethren'. There are references in his notes that such lofty ideals might be easier said than done!! Mind you, he spent a further 6 pages explaining that Common Entrance would involve differentiated papers because some of the 500 members complained that the papers were far too easy, but these, he said, thankfully were balanced by equal numbers who claimed that they were far too difficult. I sense a wry smile coming on John Morris's face here, as maybe it is true that what goes round, comes round. The really pressing issue of that time was what form a French paper might take!
It seems appropriate to think in global terms today, not least because the G8 Conference took place in July hardly a stone's throw from here. Furthermore, it is not long since 9/11. Both these events prompt me to think of Mark Twain and his notion that travel is fatal to prejudice, bigotry and narrow-mindedness in the world. In opening some windows on the world together maybe we can contribute to the globalisation of our world in our own way. There can be few better ways of helping our children understand the world more effectively than by our individual schools promoting their own international links. Many of our schools already have such invaluable contact either formally through such projects as Comenious, through individual links especially with the developing world, or through sporting and cultural exchanges. Indeed, we are all going to directly assist an orphanage in Africa as a result of the Conference service on Tuesday morning and, fittingly, several of our speakers, including the Princess Royal and Jack Mapanje, have close links with the International community.
Education has always been involved in the valuable process of schools borrowing from, and lending to, one another. Our modern world has international boundaries that have become far less distinct. The fact that we are dealing in huge distances but very short periods of time by virtue of the jet plane and the internet alters only the context, not the principles of borrowing and lending. We have huge opportunities to see if ideas and good practice that work perfectly in Perth WA might work just as well in Perth, Scotland or Perth, Canada. Education through the world is faced with issues and challenges, rewards and successes that ignore national boundaries and arise wherever there are children.
Are other countries faced with too much paperwork? Are they being strangled by bureaucracy? So many other industries are in the same boat that this must be a malaise of society, not just of education. I may be getting older, but I can't help looking back to those days when Heads could manage their schools, standing or falling by their own skills and qualities. Heads still carry the can but it's not always a can of their making! Too many teachers are spending valuable time in the paper chase that would be much better spent being with the children. In the UK, we are faced with paperwork for Her Majesty's Inspectors, from the Office for Standards in Education or the Independent Schools Inspectorate, from the Care Commission, both north and south of the border, and the Local Authority nursery partnerships. All require different paper work. It should not be beyond the ingenuity of all of them to come up with one set of paperwork, online, from which they can all draw just what they need.
Are schools in other countries in real danger of pricing themselves out of a market? For a long time that thought has not been far from our minds. I do not believe that price elasticity will forever be on our side. The inevitable move to a test of public benefit does not help our cause especially if part of that test involves a judgement as to what constitutes expensive fees. Somehow, we have to innovate in such a way as to square a circle that says, on the one hand, that fees are too high and are thus discouraging potential customers, whilst, on the other hand, knowing that a much higher proportion of families in Britain would afford private education if they possibly could. It is of no use looking to any of the political parties to help us here. Those members of IAPS Council and other committees who heard the Conservative spokesman speak in March on that party's education policy in relation to private education were singularly underwhelmed by the experience!
Another part of that circle that has to be squared is the need to keep fee increases down and, yet, teacher recruitment is an increasing challenge that can only be met by a more attractive salary arrangement.
There are models of independent schools in other parts of the globe where fees are tempered by various means - e.g. government funding of salaries, church funding of faith schools, underlying core costs being funded by ‘giving.' We are not so good at these things, fearing as we do - with some justification - that government funding brings with it unacceptable levels of control; faith schools being exploited by the narrow minded; and ‘giving' being a step too far for British reserve. I believe that the challenge is on, and if we cannot find solutions parents may well vote with their feet and seek cheaper alternatives.
Are there other countries where modern parenting is a challenge to be faced? Too often, the walk from home does not reflect the talk. The best practice of co-operation between home and schools mirrors the common belief that the home is the cultural capital of the child. Values have been learned before school begins. Language development in the first two years determines the pace of learning for evermore. Yet, school and teachers are held responsible for any shortcomings that children demonstrate as they pass through their education. Heads are too often at the centre of trying to educate parents that it is OK to say no to their children. It is essential to draw lines for those children beyond which they are not permitted to go. It is not essential that families are democracies. My heart still sinks when mum or dad say to me that they have made a decision, they don't really like it, but Maggie Rose REALLY wants this that or the other and they are afraid not to agree. After all, we have to be best friends. Sometimes, I'm afraid the reasoning still has to be that parents, like Heads have to say no sometimes because they know best.
Is the development of a professional group of Governors or Trustees such a challenge elsewhere? Governors, or Boards of Trustees in the United Kingdom should be much more Victorian in approach. Of course, they should encourage, advise - and even warn - but, for the most part, they might consider a little more recognition of the fact that they have a managing director, and they should let that person manage the school. At the final reckoning, the head is going to be held accountable, and Governors are in danger of strangling the ability of Heads to be enterprising, creative and innovative if they meddle and don't know how to use the gentle hand on the tiller.
Are schools around the world faced with the same problems of management? Can we test ourselves against where our staff might be on a cycle of development that reflects the following school management model?
As a staff or faculty, where are yours in fulfilling their role? Are they enthusiastic beginners, making a few mistakes but, so what, there is a buzz about the place? Are they at the top of their game, taking everything in their stride with a calm air of control and re-assurance? Or, are they coasting, hoping to get away with it, assuming few people have noticed a fall in the standard of the service? Or are they, worst of all, in day jail, just serving their time hoping release and the pension will come soon. I hope for the sake of your pupils it is not either of the latter two, even for a fraction of the term or any part of the year. The attitude of your staff is contagious, but ask yourself whether that attitude is worth catching? Sure as fate, it is that attitude that the children will catch.
If these are some of the challenges before us, what are the rewards? Inevitably, for me these come through the children.
Nothing, I am sure, dims the enthusiasm of the best Heads anywhere in the world for their children. Staff may do so occasionally, parents sometimes, and paperwork always, but children never.
Two of the greatest gifts that we can give those children are roots and wings. Roots come from discipline, and appreciating that the pain of hard work is nothing like the pain of disappointment, from lines being drawn, and by not being afraid to say no. Wings come from setting positive examples and role models; from gaining confidence from success; and, by understanding that it is OK to fail if you have tried your very best. Wings come from recognising, as Anne Frank did, that it is wonderful that no-one need wait a single minute before starting to improve the world. That improvement comes from collaboration and co-operation. All organisations, be they schools or gatherings like this, thrive on collaboration and appreciation. Co-operation because the collective whole is always stronger than the individual parts, appreciation because it is exactly that which makes excellence in others belong to us as well.
We don't need long words like globalisation, however, to appreciate that the best portions of a man or woman's life are his or her many little nameless acts of kindness and love. I hope that the next few days will see many of those as we learn from one another, and as we reflect on the fact that travel not only stirs the blood, but it also gives birth to the spirit and is much better measured in friends made than miles travelled. Thank you all for coming, and thank you, in anticipation for all the borrowing and lending that I hope you will be able to do over the next two days.
Editor's notes:
Mike Beale, Chairman of IAPS
Mike has been Headmaster of Craigclowan School near Perth since 1979. This is his second term as IAPS Chairman.
Craigclowan opened in 1952 as a coeducational day prep school. In 1979, there were 50 pupils, educated mainly in wooden huts. Now there are 320 pupils, aged 3-13, taught in purpose-built classroom blocks and specialist teaching rooms. Craigclowan also boasts a sports hall and even a dry ski slope!
Mike was educated at Hardyes Grammar School in Dorchester and at Worcester College of Education. His B. Ed. was accredited by the University of Birmingham. Before moving to Craigclowan, Mike taught politics and economics at Downside School, Bath where he was also master-in-charge of cricket.
Married to Angela, who is Craigclowan's Bursar, Mike has two daughters: Penny a consultant anaesthetist and Nicky who works in a prep school in New Zealand. www.craigclowan-school.co.uk
IAPS, The Incorporated Association of Preparatory Schools, the prep schools heads association, serves the top 500+ independent prep schools in the UK and worldwide. IAPS schools educate 130,000 pupils in over 500 schools of all types and sizes. www.iaps.org.uk
ESHA, The Elementary School Heads Association (USA), promotes a sense of professional identity among heads of independent elementary schools, to encourage and support newly appointed heads of such schools, and to provide opportunities for exchange of experiences, problems, and successes. www.elementaryschoolheads.org