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A Challenge to the Secondary Sector? (Page 1 of 3) |
Educational, psychological and social developments of the 20th century have shown us what all providers of distance learning know - that every learner has a different starting point, different difficulties and queries, and a unique style of learning.
And that motivation is a key factor. Is it now beyond the imagination of educationalists to adapt both structures and resources to meet the real needs of the clients?
Ancient structures
Innovation, problems and challenges abound as never before in the school system. But somehow it struggles to carry on within structures that have changed amazingly little since the imposition of universal education in 1870.
A visit to an inner city school is both an exhilarating and a depressing experience. Depressing because pupils are too often unwilling to study, and because there is an ongoing lack of staff, due to the unattractiveness of the profession, sickness, both short and long term, attendance at courses (in an attempt to keep up with the innovations), early retirement, and so on.
One senses frequently a thinly veiled sense of panic, because supply teachers either can't be found or can't cope, unions have instructed their members not to cover for absent staff, and the teachers on site feel themselves to be under enormous stress. They feel sandwiched between government, LEA and senior management demands on the one hand, and large numbers of unmotivated and often astoundingly rude pupils on the other.
And the atmosphere is made worse because, understandably, many of those suffering are looking for a scapegoat so that they can air their grievances.
Radical change?
It must be said that although many of the pupils' needs are not being met within the present structures, innovations are already under way which give an indication of how things could change quite radically.
Computer education, encouraged, and at least partially funded by both government and commerce, is becoming an integral part of every pupil's day in an increasing number of curriculum subjects.
School libraries are slowly becoming Learning Resource Areas, which include, as well as the book section, computers and other resources for the use of individual students. In many cases this development has been so successful that additional rooms have been equipped with computers.
Even the most conservative of teachers are becoming computer literate and are developing materials in a form which may give the younger generation more of sense of control over their destiny.
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Promoting Quality in Open and Distance Learning
