Driving round Kenya, I’m constantly struck by the sheer number of schools. Every 500 yards there’s a hand-painted sign advertising the virtues of some ‘academy’ or other. The truly remarkable thing is that at least 10 per cent boast of teaching the ‘British curriculum’.
The reason this is remarkable isn’t just because there’s no such thing as a ‘British curriculum’ and hasn’t been since responsibility for education policy was devolved to the UK’s regional parliaments. There’s an English National Curriculum that dates back to the last government, but it’s hardly the envy of the world. On the contrary, it’s a mishmash of New Labour gobbledegook about ‘skills’ and ‘diversity’ and helps explain why our schoolchildren have plummeted in the international league tables. I’m 99.9 per cent certain that not a single one of the pupils at these Kenyan schools is learning about Mary Seacole.
But the really striking thing — heartbreaking, really — is that the word ‘British’ attached to a form of education is still considered a kite-mark of quality.
Comments
Join the debate for just $5 for 3 months
Be part of the conversation with other Spectator readers by getting your first three months for $5.
UNLOCK ACCESS Just $5 for 3 monthsAlready a subscriber? Log in