Most is not all
We did not expect this headline piece to be about fundamental British values, although that’s where a number of recently published reports have led us. In many former reports, FBV rarely got a mention, but more recently, it surfaced under participation and development, and if one digs deep enough, there’s a link to inclusion. On a positive note, we have a comment:
“Most adult learners have a good understanding of fundamental British values and risks associated with radicalisation and extremist views”. “Learners have an appropriate understanding of fundamental British values. Trainers discuss these at the start of the course. Learners are taught to understand the ethics behind artificial intelligence (AI). They learn about the risks of bias in AI algorithms, voice cloning and identity theft, compliance and general data protection regulations. This information is helpful for learners when they work with AI”.
The link to AI is interesting as it naturally develops safeguarding skills.
On a slightly negative note, there is a comment: “Tutors provide apprentices with initial training in fundamental British values but do not consistently reinforce these. Consequently, a few apprentices lack confidence in talking about how British values affect them at work or at home”. A common theme running through most comments on FBV is the word ‘most’, and, of course, ‘most’ does not imply ‘all’, leaving us to ponder whether this could be an inhibitor to achieving the grade, strong or exceptional. What do you need to do to avoid the word ‘most’ in your report?
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