Since 1954, I have been through these
processes.
(1) Education as a means to a career.
(2) Unemployment as a gap between education and a career.
(3) Temporary, Government-funded schemes as a bridge between unemployment and a career.
(4) Part-time jobs as another bridge between unemployment and a career.
(5) Training for an alternative career.
(6) Periods of temporary work and of unemployment as a career.
(7) Training for a second alternative career.
(8) Careers as a career.
(8) (i) A publicly controlled careers advisory service.
(8) (ii) Privatisation of the careers advisory service.
(8) (iii) Its transformation into a general advisory service.
(8) (iv) De-privatisation and amalgamation with the publicly controlled Youth and Community Service.
(8) (v) Major re-structuring caused by a national financial crisis, happening now in 2011.
(2) Unemployment as a gap between education and a career.
(3) Temporary, Government-funded schemes as a bridge between unemployment and a career.
(4) Part-time jobs as another bridge between unemployment and a career.
(5) Training for an alternative career.
(6) Periods of temporary work and of unemployment as a career.
(7) Training for a second alternative career.
(8) Careers as a career.
(8) (i) A publicly controlled careers advisory service.
(8) (ii) Privatisation of the careers advisory service.
(8) (iii) Its transformation into a general advisory service.
(8) (iv) De-privatisation and amalgamation with the publicly controlled Youth and Community Service.
(8) (v) Major re-structuring caused by a national financial crisis, happening now in 2011.
(9) On 31 December 2013, if not sooner,
retirement from the re-structured Young People's Service.
(1) was my parents' perception. I came to
regard education as an end, not a means, so I emerged from University starting to
understand society but not starting a job. Since the three career aims implied
above were University teaching, school teaching and careers guidance, all were
educational so the process was more coherent than it seems.
During (5), a group of graduate students
including myself visited a Centre for the Study of Religion in the Urban
Environment in Manchester and were each asked to give an account of ourselves to
date. When I had summarised my then career so far, the Centre Director
commented, "Now there's an interesting person!" because I had already studied
Philosophy and Religion and worked in several jobs including teaching Religious
Education. Life has continued to be "interesting"/eventful.
During (4), I taught in Bentham Grammar
School 1980-81 and realised that another guy had been teaching there since I was
at primary school in Scotland 1956-60. Two other men spent their entire working
lives in that one Grammar School. Since then, the school, which had existed for
over two hundred and fifty years and moved twice within the town, has closed.
Its third site, formerly a Rectory, has been used as the Junior
Department of a nearby Public School for five years and is currently due to re-open as part of
a chain of schools for pupils with behavioural problems. (Will that be a big
change?) (Yes, I think it will.)
My point here seems to be that our
personal experience of change overlaps with historical changes but this is truer
in some periods, and in some lives, than in others. In the twentieth century,
two men were able to remain in a single independent school for their entire
working lives but the school closed in 2002 so the Association of those formerly
connected with the school will celebrate its tenth anniversary in 2012.
However, by its nature, the Association has a finite life span. When the last
person who was a pupil in the prep school in the year the school closed has
died, then there will no longer be even a potential member of the Association.
In practice, the Association will probably have ceased to function long before
then but for now it still manages to play a cricket season every year.
These remarks have rightly moved from
the individual and autobiographical to the collective and historical and should
now return from the history of a particular school to the consequences of the
financial crisis. A desirable change is from competition for profit to
cooperation for need. That would require not financially constrained
re-structuring but unconstrained expansion of the former careers advisory
service.
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