Reimagining Education: From Managerialism to Collaboration in Further Education and Skills

On 28 November 2024 Robin Webber-Jones, the Executive Director of Curriculum of The Bedford College Group, delivered his inaugural lecture titled ‘Where is Aristotle when you need him? An exploration of transforming managerialism to collaborative cultures in Further Education and Skills’. It offered a compelling critique of the state of the education system in England, with particular focus on Further Education (FE) and College Based Higher Education (CBHE). Delivered with a combination of philosophical insight and pragmatic foresight, Robin’s presentation wove together historical context, research findings, and personal anecdotes to challenge the audience to rethink the purpose, structure, and future of education. The lecture was not just an exploration of the past but a call to action for transformation, urging educators, leaders, and policymakers to embrace a collaborative approach over the entrenched managerial culture.

Robin began by tracing the historical roots of England’s education system, highlighting the persistent underfunding and structural inequalities within FE. He referenced the pivotal 1976 Ruskin speech by then-Prime Minister James Callaghan, which marked a turning point in education policy by tying it explicitly to economic imperatives. From that moment, Robin argued, education has been increasingly seen as a tool for economic productivity rather than a means of fostering broader societal and individual development. He criticised successive governments for perpetuating this narrow vision, pointing to policies that prioritised skills for economic growth while neglecting the humanistic and democratic values that education should cultivate.

In his exploration of managerialism, Robin painted a vivid picture of how the neoliberal approach to governance has shaped the education sector. Institutions are now treated as businesses, students as customers, and educational outcomes as marketable commodities. This culture of competition, he argued, undermines collaboration and leads to a fragmented system where leaders and managers are locked into behaviours dictated by rigid accountability frameworks. The impact of these frameworks, he noted, is particularly pronounced in FE, where funding is drastically lower than in schools or universities. Despite its critical role in supporting social mobility and lifelong learning, the FE sector remains undervalued and under-resourced, leaving leaders and educators feeling crushed by the weight of bureaucratic expectations.

Robin’s critique extended to the current metrics of success within education. He questioned the obsession with qualifications and outcomes that can be easily measured, arguing that this focus distorts the true purpose of education. Drawing on the work of philosopher Gert Biesta, he posed the provocative question: “Do we measure what we value, or do we value what we measure?” Robin suggested that the current system is disproportionately skewed towards valuing measurable outputs, such as exam results and employment statistics, at the expense of fostering curiosity, critical thinking, and democratic engagement. He shared a poignant anecdote of a former student who overcame significant challenges to achieve success in the media industry, illustrating how the impact of education often unfolds over decades and cannot always be captured by immediate metrics.

To counteract the dominance of managerialism, Robin proposed a shift towards a more collaborative and human-centred approach. He drew on his extensive research, which included interviews and workshops with senior and middle leaders in FE, to highlight alternative strategies for fostering a positive organisational culture. He emphasised the importance of building trust, enabling open dialogue, and creating environments where educators and leaders can reflect, critique, and innovate together. This approach, he argued, requires a rejection of the “man in suits” mentality that prioritises control and compliance, and instead calls for the cultivation of “people in togas” – a metaphor inspired by Aristotle’s notion of phronesis or practical wisdom.

For Robin, the adoption of a collaborative culture is not just an ethical imperative but a pragmatic necessity. He pointed out that the challenges facing the education sector are too complex to be addressed through top-down directives alone. Instead, he advocated for systems that enable collective problem-solving, where the lived experiences of educators and students inform policy and practice. Drawing on fore sighting techniques, Robin urged the audience to think long-term and to envision an education system that is resilient, adaptable, and aligned with the needs of a rapidly changing world.

One of the most striking aspects of Robin’s lecture was his use of philosophy to illuminate practical challenges. He invoked Aristotle to argue that education should be about more than just imparting knowledge or skills; it should be about developing good citizens who can contribute to a democratic society. He also drew on the work of sociologists like Pierre Bourdieu to critique the narrow definition of social mobility often used in policy discourse, arguing for a broader understanding of how education can transform lives. Through these philosophical lenses, Robin challenged the audience to reconsider the fundamental questions: What is education for? Who is it for? And how should it be delivered?

Robin also addressed the emotional and psychological toll of the current system on educators and leaders. He acknowledged the feelings of frustration and burnout that many experience, and he emphasised the importance of creating supportive environments where individuals feel valued and empowered. He highlighted the need for a renewed focus on professional development, arguing that investing in educators is essential for sustaining the sector’s vitality. This investment, he stressed, should go beyond technical training to include opportunities for reflective practice, collaborative learning, and the cultivation of leadership skills.

The lecture concluded with a call to action. Robin urged the audience to engage in a deep, honest conversation about the purpose and future of education. He argued that change cannot happen overnight but requires sustained effort and commitment from all stakeholders. He proposed a series of steps for reimagining the system, starting with a comprehensive review of curriculum and assessment frameworks. He called for accountability measures that align with the true purpose of education and for a funding model that recognises the value of FE and its contribution to society. Most importantly, he emphasised the need for a cultural shift, where collaboration and trust replace competition and control.

Robin’s inaugural lecture was more than an academic presentation; it was a heartfelt plea for transformation. His vision for education is one that prioritises human flourishing over economic utility, collaboration over competition, and curiosity over compliance. By drawing on research, philosophy, and personal experience, he offered a powerful critique of the current system and a hopeful vision for the future. His message resonated deeply with the audience, leaving them with a renewed sense of purpose and a challenge to rethink the way we approach education in the twenty-first century.