It’s the time of year. Young people pass through a gateway. Exam results hit the streets. Through life there are moments of decision. Life is not linear or proportionate. Swaths of time will pass when nothing much happens. Then bang. There’s a moment of decision.
Certainly, education has a role to play in preparing people for those moments. This is where the race for superior exam performance statistics fails. It’s great for someone to struggle through and ace one subject. It’s great for a person of moderate ability to excel out of the blue. It’s great when a naturally talented individual gets more than their expected grades. The difficulty arises when people, consequently, are not prepared to know what to do.
Conflicting advice shovelled out by a fickle media isn’t the bast source on offer. Politicians juggling with volumes of statistic, a barrage of recommendations and a pile of prejudices struggle to find a line to maintain.
Is going to university important? Now, there’s a question mark that’s doing the rounds.
It’s true, I should not, on any account, judge the current situation as if it was the same as my experience of 50-years ago. 1976 was a world away from where we are in 2026. That said there are some fundamentals that stick.
At the deepest level there’s the reason universities exit at all. Let’s face it they are not an invention of the modern world. There’s a reason special places of learning were established in every human civilisation. It’s that basic hierarchy of needs. Once food and shelter are commonplace humanity gets around to asking endless questions about the world and the universe.
Is going to university important? I find the question strange in so many ways. Fine there’s a small number of institutions that don’t offer the ideals of university life or an uplift in future opportunities. However, the vast majority provide the next steps that a maturing adult needs. It may lead to a specialisation or a jumping-off point to a radically different destination.
A hardy perennial that keeps cropping up is this war of the vocational verses the academic. It’s a persistent theme.
Mechanics that fix semi-autonomous electric vehicles may not need a degree in oceanography. Researchers in the art of renaissance architecture may not need to know how to lay bricks. Engineers developing farm machinery may not need a qualification in linguistics. Need is not all.
What this presents is a false conflict. In my mind, people with a diversity of experiences are going to be much better equipped to deal with the future than those who tramline. Thus, the “hard hat verses gradation cap” is the most moronic of slogans. It’s the ultimate visualisation of the tramline. It paints a picture of a fork in the road (or rail).
I started by writing that there are moments of decision. The point I want to make is that the decision of university or not university shouldn’t be based solely on career aspiration or finances or popular fashion. Believe it or not it’s possible to read medieval illiterate and be a gifted welder. To be fascinated by the Greeks and Romans and fly a plane. To enjoy construction work and play a musical instrument to a high level. Motivation and passion are the key.
Please let’s think more widely about lifelong learning. Let’s build systems that enable lifelong learning.
John Vincent 