What Does a Good Education Look Like for Our Children?
- Kelly Hutton
- Jul 15
- 5 min read
What Does a Good Education Look Like for Our Children?
By Kelly Hutton
When we talk about giving our children, a "good education", we're talking about something far bigger than exam results or school league tables. But what does it really mean? We need to dig down and exam some of the key terms:
Education: It is more than simply learning facts. It is a planned process to help individuals develop knowledge, skills and values so that they can participate meaningfully in society (BCES Conference Book, 2018)
A Curriculum is the map which guides this educational journey, setting out the knowledge and experiences deemed important and how they should be taught and measured (Q Curricula E, 2012)
A good education, therefore is one that equips a child not with only facts, but also develops the ability to think critically, act responsibly and engage fully with the world around them. And yet, modern systems, such as the education system the vast majority of us have engaged, is under threat from a growing focus on measuring performance over developing the skills.
The Age of Measurement: A Real Concern
Gert Biesta argues passionately that education has been overtaken by a culture which is obsessed with measurement, with league tables, test scores and international comparisons like PISA dominate the conversation (Biesta, 2008; 2015). The danger is that we are starting to only value what is easily measured, rather than asking whether these things are truly valuable.
This shift has led to many education systems defining success very narrowly, focusing on a limited set of subjects and outcomes. But, Biesta (2015) reminds us, education is about more than "achievement", it is also about how we help children to grow as individuals, integrate into society and gain the skills and knowledge to participate in work and life.
If we only measure academic scores, we risk neglecting a large proportion of the education that our children need.
What Constitutes a Good Curriculum?
A good curriculum is broad, balanced and responsive. It should:
Be crafted with clear goals and values in mind
Include diverse knowledge, not just include academic subjects, but also arts, ethics and practical life skills, including the development of recognising your sense of autonomy.
It is meaningful, relevant and connected to life.
Allow for the flexibility of students interests and individuality (Q Curricula E, 2012)
The Role of Autonomy in a Good Education
Christopher Winch (1999, in Carr, 2005) provides his thoughts on the role of rational autonomy, suggesting that while autonomy may not be essential in everyday society, it is crucial in democratic societies like ours - arguably even more so than ever before.
Winch makes what I consider some vital points:
Autonomy as Essential in Democracies:
Some degree of autonomy is necessary for individuals to function as citizens who think critically, make informed choices and participate in democratic life.
Compatible with Diverse Educational Practices
Autonomy does not dictate a single type of curriculum or teaching style. It can coexist with varied and educational traditions and methods offering flexibility in how it's nurtured.
Whilst Winch warns that aiming for strong, maximal autonomy, as envisaged by liberal theorists can undermine some educational aims, the basic independence needed to pursue educational goals are essential, whatever those goals may be. This idea of developing autonomy is particularly relevant in home education where families can nurture independence without sacrificing other crucial educational sims, such as belonging, community or practical life skills, something which can get lost in the mainstream educational system.
What is Good Teaching?
At the heart of good education is good teaching. But what does that look like?
Good teaching involves judgement—knowing not just what to teach, but why, and how best to help each learner (Biesta, 2015).
It balances structure with responsiveness. Sometimes learning must be structured (e.g. teaching safety procedures), while other times it should be open-ended to foster creativity and independence.
It sees learners as individuals with diverse needs, experiences, and potential.
This understanding contrasts sharply with the idea of teaching as merely delivering pre-set content or “producing” measurable outcomes. Teachers are not just technicians; they are professionals making complex decisions every day. Comment below if you would like an extended blog post on what this looks like in home education.
Applying this to Home Education
In Home Education, parents become both the teacher and the curriculum designer. The flexibility of home education allows families to:
Focus on their child's strengths, interests and learning styles.
Avoid the pressure of constant testing and comparisons.
Create an environment where learning feels meaningful, relevant and connected to life.
Biesta (2009) warns against the "learnification" of education, where all we talk about is generic "learning" forgetting the importance of purpose and content. Home Educators have a unique opportunity to avoid this trap and ensure that the education remains purposeful, nurturing children's intellectual, social and personal development in balance. This includes the cultivation of a healthy autonomy, as Winch described.
Why Does it Matter?
A good education is one that is going to help children to:
Know the world and themselves
Think critically and independently
Be prepared to participate as citizens and community members
Discover passions and talents
Build resilience to handle life's challenges
As Biesta (2015) argues, the real question is not simply "How well are children performing?" but "What are we educating them for?".
Ultimately, a good education is a gift that lasts a lifetime. It will lay the foundation for children to step into adulthood with confidence, curiosity and compassion, ready to contribute meaningfully within the world.
If you want help developing the curriculum for your child that will provide them with the education that will set them up for life, then contact me today and we can work together to nurture your child's education.
With a wealth of resources, support meetings and parent workshops, I don't offer a curricula package that will tell you what to do step by step, but one that offers to support you to create your very own bespoke curricula, that is flexible, adaptable for YOUR child, because one curricula will not fit all.
You can contact me at nurturedtogether@gmail.com to begin creating something special for your child.
References
Biesta, G. (2008). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46.
Biesta, G. (2015). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, 50(1), 75–87.
BCES Conference Book. (2018). Education in Modern Society. Bulgarian Comparative Education Society.
Q Curricula E. (2012). What Constitutes a Good Curriculum? Teaching Evaluation Work Group, University of Applied Arts Vienna.
Winch, C. (1999). “Autonomy as an Educational Aim.” In R. Marples (Ed.), The Aims of Education (pp. 74-84). London: Routledge. Reprinted in The RoutledgeFalmer Reader in the Philosophy of Education, edited by W. Carr, Taylor & Francis Group, 2005. ProQuest Ebook Central.
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