Five Monkeys

The Monkey Story - How Policies Begin

Start with a cage containing five monkeys.

Inside the cage, hang a banana on a string and place a set of stairs under it.

Before long, a monkey will go to the stairs and start to climb towards the banana.

As soon as he touches the stairs, spray all of the monkeys with cold water.

After a while, another monkey makes an attempt with the same result - all the monkeys are sprayed with cold water.

Pretty soon, when another monkey tries to climb the stairs, the other monkeys will try to prevent it.

Now, turn off the cold water.

Remove one monkey from the cage and replace it with a new one.

The new monkey sees the banana and wants to climb the stairs.

To his surprise and horror, all of the other monkeys attack him.

After another attempt and attack, he knows that if he tries to climb the stairs, he will be assaulted.

Next, remove another of the original five monkeys and replace it with a new one.

The newcomer goes to the stairs and is attacked.

The previous newcomer takes part in the punishment with enthusiasm.

Again, replace a third original monkey with a new one.

The new one makes it to the stairs and is attacked as well.

Two of the four monkeys that beat him have no idea why they were not permitted to climb the stairs, or why they are participating in the beating of the newest monkey.

After replacing the fourth and fifth original monkeys, all the monkeys that have been sprayed with cold water have been replaced.

Nevertheless, no monkey ever again approaches the stairs.

Why not ?

Because as far as they know that’s the way it’s always been around here.

And that’s how policy begins !

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Communities and community groups across Britain are faced with ever increasing opportunities to ‘participate’, yet such engagement is widely viewed as ineffective and the motives behind it viewed with suspicion. It is suggested that this ineffectiveness is often the result of decisions that are taken within the wider policy-making processes that develop and surround public involvement.

In the future, it is crucial that such barriers are removed. This must start through open discussion to construct new policies that provide the freedom to achieve common goals and aspirations.

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To explore how parents might become more involved in the life of the school and in the education their child receives there, Human Scale Education received funding of £29,100 from the Department for Education and Skills (DfES) for a one year project (2004-5). This involved work with four schools in England to set up parents’ class committees, parents’ councils and parents’ forums. In June 2004, schools were invited to submit applications for funding and in July, four schools – two primary and two secondary - were selected to receive a grant of £5000 each to develop ways of involving parents more democratically in their children’s education.

The HSE produced a report “Setting up Parents’ Councils” that studied these four schools. Their report makes the following statements :

Outcomes :

• Parents have a way to make their voice heard through the parents’ forum. If they have an issue they wish to raise they can do it in this group and know that it will be taken further.
  
  
• A number of parents are helping the school to reach out to other families informally in the playground and at the school gate.
  
  
• Events have been held at different times in order to include as many different parents and carers as possible.
  
  
• There is more individual contact with parents - more parents are contacting the school to get advice or help in connection with their child.
  
  
• Parents are helping more with school events, such as sports days.
  
  
• Parents have been involved for the first time in a staff quiz night (at the request of staff) – contributing to improved relations.
  
  
• Staff have congratulated the team who are working to develop links with parents as they have seen the benefits of this work.

Comments :

From staff :


• “Parents might come with more ideas of their own if we leave them some space.”
  
  
• “This project is having a lasting effect. It will definitely be continued.”
  
  
• “This work has given the school a way in to parents. There is a core of parents they can approach.”
  
  
• “Relationships with parents have improved generally.”

From parents :


• “The school is very approachable.”
  
  
• “There is an open door. The head and staff make you feel very welcome.”
  
  
• “There has been a transformation at the school.”
  
  
• “It’s good to be a part of the school and welcomed by staff.”
  
  
• “It is good to be involved and consulted about my child’s education and welfare and feel valued as a parent.”