THERE has been much comment recently lamenting the lack of qualified science, technology engineering and maths (Stem) teachers in many parts of Scotland. Stem education continues to underpin our economic success and social mobility. Those responsible for education policy should perhaps consider that today's kids watch Netflix, stream music and other entertainment content. It would therefore not be a huge leap to sit in a classroom, supervised by a teacher from an alternative discipline – for example, English – and have Stem educational content streamed by a suitably qualified teacher located remotely.
There would be many advantages to this approach: the quality of teaching could be of a uniform, high standard, the quality of educational content could be improved, for example with video and multi-media, and importantly, the cost to the taxpayer would be reduced. Streaming is almost infinitely scaleable; class sizes could be greatly increased. There are other less obvious benefits: pupils currently excluded because of geography, health issues or behaviour could return to mainstream education.
Streaming educational content is not without its challenges. The level of interactivity between teacher and pupils would be compromised and a solution to this issue would need to be addressed. Hand-on science sessions would require to be consolidated into a condensed period of lab work, necessarily supervised by appropriately qualified personnel.
However if the alternative is no Stem provision then surely innovative approaches to education should be considered. Scotland developed a reputation as a leader in education through innovation and social inclusion. By comparison with other developed economies, we are now pretty far down the international pecking order. So let's consider being a little radical, re-engage our children in the possibilities of Stem, and in doing so open them up to a post-Brexit world of opportunities.
Robert Gemmell,
14 Bramble Wynd, Port Glasgow.
IT is the spring of 1973, the High School of Glasgow in Elmbank Street.
Sons of factory workers, doctors, insurance salesmen and taxi drivers are sitting in a classroom in B block under the watchful eye of Mr Joseph Hamilton.
Our task was to translate from the Latin into English from one of the various classical texts which were put before us.
Class distinctions were irrelevant. Just an emphasis on academic quality.
The finest example of an educational model in our own city – selective education – was demolished and destroyed by the then Conservative government ( so-called) and the insipid Secretary of State, Gordon Campbell.
Still, at least we have made progress in the field of education and have managed to replace it with overwhelming mediocrity.
Donald MacKay,
14 Turnpike Road, Blackwood, Lanarkshire.
SHONA Arthur (Letters, January 26) is wrong to claim that the inculcation of moral values and exemplary tales of triumph over adversity would be missing from non-religious state schools.
Firstly, a school with no religious affiliation can and should familiarise pupils with The Bible in Religious Education classes, since Christianity can hardly be studied without it, and western history can hardly be studied without reference to Christianity. Pupils can also examine the literary qualities and moral meanings of Biblical narratives without the school promoting a Christian or any other belief perspective on them. To study a religious text is not to believe or disbelieve in the religion, and the writings central to other faiths can be presented in the same unbiased manner as works of cultural influence.
Secondly, The Bible is hardly the sole source of moral examples in world literature. From the ancient classics to the great works of more recent centuries, schools have a vast wealth of material for discussion. Hamlet's story throws up questions at least as engaging as any that might be derived from Samson's, and children do not need to believe that either is factual in order to be stimulated.
Robert Canning,
Secular Scotland, 58a Broughton Street, Edinburgh.
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