What does too much power breed?

In learning, what makes the experience ‘good’?  

Is it a question of the quality of the subject material, or perhaps how the subject is being put across? Is it a question of how the ‘pupil’ likes to learn, or how much is the pupil encouraged to continue learning outside of the formal learning environment?  How important is it for the ‘pupil’ to appreciate what the testing standard is, and where he/she fits into that standard?

In our ‘state’ schools, although the Government tinker about with the curriculum here and there, it is clearly defined and much of what occurs inside those walls is ultimately driven by the test standards.   So in schools, there seems to me to be quite rigid structure to what learning is taking place.  I can’t imagine there would be too much time made available to pupils to relax and enjoy some non-curriculum related learning.  The organisation concerned in the setting of tests and the marking of them is not involved in any other process.  

That then leaves the matter of how effectively it is put across, the environment for learning I guess – the teacher and the approach taken to encourage learning factor large here.  How the school goes about it’s core business.  The organisation that is concerned in grading this particular aspect, OFSTED, is not involved in any other process.

Contrast the above with what occurs in the driver training industry.

The curriculum is set by the DSA via the Driving Standards that they publish.  It is of course possible to train independently of any professional driving instructor with little regard to this advised curriculum.  The organisation involved in the setting of tests and marking them is also the DSA.

That then leaves the matter of how effectively it is put across, the environment for learning I guess – the driving instructor and the approach taken to encourage learning.  The organisation that is concerned in grading this particular aspect is the DSA.

So to summarise, the DSA set the ‘syllabus’, they set the standard of testing, and also perform the testing of driving instructors as well as Learners.

I'm not sure how truly independent the DSA is as a private organisation but is this not just a little bit too cosy?  Seems to me the DSA have an awful lot of control over proceedings; much power.  Could this be one reason why there does not seem to be the emphasis on pass/fail rates that all other education providers are so focussed on?  Given the quantities involved, can you think of any other ‘education’ process involving similar numbers, where a pass rate of about 48% would be tolerated?  Would a private school remain in business long with such pass rates?