Are we stumbling, blundering – even thundering – into a Wildean world?

Oscar Wilde defined a cynic as someone ‘who knows the price of everything and the value of nothing’. The Oxford Shorter Dictionary (1965) defines a cynic as ‘a person disposed to rail and find fault’. Regarding that definition, look up one of my favourite words: ‘smellfungus’.
Wilde’s definition of a cynic, however, is apt. More challenging is to define the word ‘value’. It might mean something on sale; reduced in price. It could mean something intrinsically personal – subjective. Yes, it could be interpreted as cost. Many secondary schools promote their – or their students’ – achievements based on a ‘value-added’ metric. Apologies to those paying school fees where those taxing words might raise hairs on the back of the neck, inducing a cold sweat.
On entry to the school students take standardized tests to measure academic potential – similar to those of the 11+: non/verbal reasoning, English, mathematics. These tests are often repeated annually for tracking and predictive reasons. Very simply, the value-added score demonstrates the A Level (or IB) grades achieved relative to the baseline benchmark.
Without doubt it is a relevant measure of academic potential, performance and progress. Comparing a non-selective school’s results with one where there is an entry threshold, however, is not comparing like with like. The value-added quotient levels the playing field. For school leaders and governors it can also be a useful aspect of performance management. While Wilde’s words are easily attributable, the same is not the case for all quotes. The following (or version thereof) has been mistakenly ascribed to Einstein whereas it was more likely the less well known sociologist, William Bruce Cameron: ‘Not everything that counts can be counted, and not everything that can be counted counts.’

Other than exam grades, how do we measure the value of education? I wrote recently of a parent paying independent school fees who was disappointed her son’s career ambition was to be a plasterer. I disagreed, ‘Bravo, he has the courage of his convictions.’
Confidence, self-belief (without straying into arrogance), coupled with humility – the courage to ask for help, to acknowledge error, are powerful lifeskills
Resilience has become something of a buzzword in recent times: it is a key attribute of personal development and growth. The avoidance of risk does not develop resilience. Calculating risk, anticipating consequences, foresight, then having a go; these all develop resilience. The strength to overcome disappointment only grows through taking on challenges with the wisdom and wariness to acknowledge the outcome may not be as desired: falling from the horse, dusting off, reflecting and climbing back on. Above all, self-acceptance of the part one may have played in the disappointment. Visiting a school recently and standing in the reception area a young man, unprompted, came up to me, looked me in the eye, smiled and said, ‘Hello. Can I help you?’
I discovered later this chap found the classroom a somewhat alien environment. Dyslexic, with a fear of words, all but the mathematics room induced anxiety. He had been at the school since he was four and, now in Year 8, the school had shaped him in so many ways. The value it had added, his demeanour, his courtesy, his awareness of those around him, was very evident. To my mind, there is little doubt he will go far in life.

Mike’s book, Careering, is available now with troubador.co.uk.
You can contact Mike at mikepiercy@hotmail.com
with your education-related queries.