The state of learning: universities teach "three Rs"

The new man at the helm of Universities UK, the "trade body" for university vice-chancellors, is saying that universities ought to be teaching remedial English lessons to students who arrive at university not being able to communicate very well in written English:

Universities 'must offer basic grammar classes' - Telegraph:
By Graeme Paton, Education Editor
Last Updated: 1:48am BST 14/09/2007

Rick Trainor, the president of Universities UK, which represents vice-chancellors, said that universities should do more to ensure graduates are properly prepared for the world of work.

Employers have already criticised the standards of basic skills among teenagers, saying too many are leaving school with a poor grasp of the three Rs.

Wlk b4 u rn plz!!!
Originally uploaded by Ryan Pierini

Now, he would apparently label me "nostalgic" for hankering after the days when pupils were able to string a sentence together by the time they left school. Apparently they more than make up for this basic inability in "new capabilities" in "IT, in group and independent working, in spoken presentations and in creativity well beyond those of their predecessors." After all, he says, every generation whines that the next is not "up to scratch".

I'm sorry, in the words of former Glasgow University Rector Richard Wilson, I don't believe it! This is in a country where we now spend nearly £80,000,000,000 a year on education. Prof Trainor can call me old fashioned all he likes, but I don't believe that it is acceptable to be spending that sort of money for people hoping to go on to higher education to be leaving school with only SMS level English. We are failing them not least if they enter work or higher education without the ability to communicate complex ideas in a way that everyone ought to be able to understand.

It's not that new a problem either. I remember as a new Hall Warden ten or so years ago being asked to "proof read" someone's essay which turned out to have the feel of a Joycean stream of consciousness with little structure, and even worse grammar. But I suppose the modern way of looking at this is that if we universities can take someone barely able to write on the basis that they can "Powerpoint" (which I am assured is now a verb in its own right) well and turn them into a world class graduate, our "value added" is significantly greater than if that person had arrived with a full set of basic academic skills after fourteen years of schooling.

And yes, I suppose if we're going to graduate them at all we're going to have to engage in this remedial work. But it should be with much protest not resignation. First and foremost we should be screaming out that this level of entry to higher education is just not good enough and that schools, not universities, ought to be addressing it.