education

Through their participation in the British education system, a majority of young people get their first exposure to the Armed Forces – via career recruitment events and military-focused curriculum materials, student visits to military bases and military museums, and extra-curricular leisure programmes.
Since 2012, the British Government has spent more than £45 million on “military ethos” projects, including:
  • Troops to Teachers fast-tracks former soldiers and other service personnel without degrees to train as teachers
  • Youth engagement schemes such as Commando Joe’s and Challenger Troop work in partnership with local authorities and schools to replace school-based learning with military-style activities in uniform
  • The UK Government encourages academies and free schools to be sponsored by parts of the military such as the Reserves and Cadet Associations. Such schools have a high proportion of ex‐forces staff and military‐led activities for students.
The UK Government has pledged to increase the number of cadet units in state schools five-fold by 2020, saying these would be prioritised in “less affluent areas”.
Doubtless, many of these efforts achieve good results and enable young people to gain new and important skills. Some former cadets even claim that their time in the programme has been the making of them. In a time of austerity and budget cuts, the Armed Forces’ money and resources may fill a vital gap in the public education system.  Nevertheless, the question of whether the Armed Forces should have access to schools and input into education, and how much, continues to draw extreme and opposing responses, especially given the young age at which people can enlist into the military in the UK.
Questions:
  • Does the military impose specific values through its involvement in educational programmes and institutions?
  • Have military-funded curricula replaced other programming?
  • What is the UK government’s role in encouraging and evaluating the Armed Forces presence in schools?
  • Are educators and educational institutions able to maintain free thought and objectively high standards, or are the learning environment and academic experiences of young people being shaped by outside forces with their own motives and agenda?
  • Should veterans and military personnel be prioritised to become teachers?
  • What activities or initiatives could be offered in schools as “civilian’ alternatives” to cadet force programmes?

Armed Forces learning resource labelled ‘military propaganda’ | Schools Week

A teaching resource promoting the work of the armed forces has come under-fire by two campaign groups, which have labelled it “military propaganda.”

Read Part 1:

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Read Part 2:

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Source: Armed Forces learning resource labelled ‘military propaganda’ | Schools Week