Difference between revisions of "School as Usual"

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 ==Overview==
-In the Tailored Learning, Tailored Life scenario we find that technology has changed significantly the way education is delivered and the way that children learn.  Governments no longer control the schooling or education system, but children do not lead the learning process themselves.  Their learning is highly individualised and tailored to their specific circumstances and interests.  The tailored learning content is predominantly developed by parents and private tutors or mentors.  We witness an increasing role of the private sector in contributing to educational content, while the government's influence and contribution is greatly reduced.
 ==2010-2015==
-In 2010 some had predicted it but few really expected it. After a partial recovery from the great recession that started at the end of 2007 confidence indicators were showing that recovery was a reality. However, it did not last very long. Only when the government stimulus measures had run their course did the people realize that the recovery was superficial and not sustainable. That resulted in a double dip recession and led to the first depression of the 21st century. People lost their trust in institutions and government s could no longer support the economy. With a record number of bankruptcies, people had nowhere to turn to for support. By the beginning of 2012 unemployment was at levels never seen before.  Due to a lack of trust in the educational system and due to financial constraints, home schooling became an increasing phenomenon. Neither governments nor the private sector could any longer support the full cost of running schools.  In the wake of the European sovereign debts crisis and greatly reduced government budgets, school fees were significantly increased. While staying at home and looking for jobs, some parents took up the role of educating their children at home.<br>
-By the end of 2014 the first signs of recovery had started to emerge. However, the memories of the big disappointment and distrust in the institutions were still fresh in many people�s minds. They doubted whether the �old� model could survive in this new world. They blamed, among others, the education system for failing them in their greatest hour of need. Instead of sending their children back to the traditional schools, some parents looked for alternative ways to prepare their children for the uncertain future that lay ahead. <br>
 ==2015-2020==
-More and more teachers, who previously worked in the education sector, were offering their services as private tutors or mentors. These teachers also realized that the traditional, outdated way of teaching had changed. They started exploring and investigating alternative ways of teaching. They came across a whole range of educational content and new ways of teaching children. They increasingly started to collaborate in online communities where they shared their new findings with previous colleagues who had the same concerns.  Schooling still continued in the traditional way in certain of the previous highly regarded schools.  The cost however was becoming exorbitant, while technology and internet adoption remained low.  Parents, concerned about the sustainability of the whole system that brought about the adverse situation wanted to have a bigger say in the quality, content and direction of the education their children received. Together with the teachers they started defining and developing customized educational plans for their children.  These educational plans took on an ever increasing specialization, where children at a very young age had their education tailored to specified directions. Realizing that children preferred technological interaction, tutors focused their attention to the vast amount of educational content available in this format. This new educational environment consisted of: the mentor, the scholar and a tablet computer where the learning took place through various electronic- and other multimedia and students interacted with their peers in a virtual setting.  Even their social interaction was predominantly through various social media and physical contact or interaction was limited to friendly gatherings.  Children�s character development was now largely influenced by their social friendship circles and not so much through interaction with peers or colleagues in schooling. <br>
 ==2020-2025==
-The driving motivator behind students� increased level of performance was a sheer sense of survival and the fear of experiencing a repeat of when the system failed their parents a few years prior.  As a reaction to the decreasing school enrollment numbers (as much as 20% of kids of school going age were now receiving private tutored or home schooling education), governments reacted by trying to locate the teachers and bring them back in to the old traditional schooling system. When teachers did not accept, everyone realized that the trend is irreversible. Appreciating the value of education to society, governments embraced the new system and instituted programs to support and enhance this mode of education. They promoted an environment that fostered the digital creation of educational content and offered favorable incentives and tax benefits for companies involved in developing such media.  Due to the dramatic focus on specialized educational content companies operating in the various sectors of the economy took a participative role in structuring content for these specialized programs.  Children�s development was largely the responsibility of parents or assigned mentors, both from an educational and personal development perspective. <br>

Difference between revisions of "School as Usual"

Revision as of 09:25, 7 September 2010

Contents

Overview

2010-2015

2015-2020

2020-2025

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Difference between revisions of "School as Usual"

Revision as of 09:25, 7 September 2010

Overview

2010-2015

2015-2020

2020-2025

Navigation menu

Search