Design your own ideal education system

aneeshm

Deity
Joined
Aug 26, 2001
Messages
6,666
Location
Mountain View, California, USA
I've noticed that when discussing education systems, the focus is always on a system which works for everyone. The discussion is shaped by the goals of a public education system whose job it is to educate every citizen.

Though this is a worthwhile discussion in itself, it doesn't account for the tremendous personal variation in how people learn. The constraints which exist at this "universal" level often leave no scope for exploring the more individualised educational preferences of the participants in the discussion.

So, being curious, I'm opening this thread so that people may post their opinions of how their ideal system would work. Now when I say ideal system, I don't mean ideal for educating everyone, or anything like that, I mean ideal for you, the poster. What system would have been your dream to be a part of? In what sort of environment would you have thrived?

Radical changes and completely new educational structures are fine by me. Even if what you say couldn't work for 99% of people, but would work only for you and people like you, I'm fine with it - in fact, that's rather what I'm curious about. Even if what you say couldn't scale up, or, alternatively, could only work in very large groups (and therefore could not scale down), I have no objection.

If scale, structure, required resources, and in general feasibility were no bar, and the sole objective was educating you in the best possible way, what would your ideal look like? This doesn't mean that you can invent a Matrix-like teaching device which imparts knowledge directly to the brain, of course, or any other outlandish idea, it simply means that you can forget your worries about implementation for the moment.


NOTE: Because I have thought rather a lot about this in the past few months, my thinking may be in a bit of a rut. I don't want anyone to be influenced by the OP itself, so I'll defer posting about my own ideas until the thread has garnered a few responses.
 
I would have replaced foreign language classes with something more relevant to daily life. I'm not against learning languages, but which one you learn should be a personal choice. I had to spend hundreds of hours learning to speak German, when I never had any plans to visit Germany. Most of the knowledge is gone now - I can hardly remember any of it. Its a bit of a waste of time and shouldn't be on the curriculum IMO. Schools should really teach more life skills, like how to budget, where to get information about legal stuff, grants, licences, and what kind of schemes are available for personal development.
 
I would have replaced foreign language classes with something more relevant to daily life. I'm not against learning languages, but which one you learn should be a personal choice. I had to spend hundreds of hours learning to speak German, when I never had any plans to visit Germany. Most of the knowledge is gone now - I can hardly remember any of it. Its a bit of a waste of time and shouldn't be on the curriculum IMO. Schools should really teach more life skills, like how to budget, where to get information about legal stuff, grants, licences, and what kind of schemes are available for personal development.

Can't you Brits choose between like, German, French, and Spanish, at least? And besides, in very many sectors, knowing foreign languages is at the very least handy, sometimes even mandatory. Omitting foreign languages is nothing less than idiotic, even if you live in an Anglophonic country.

I agree with you about the life skills bit, though.
 
Design your own ideal education system

Entirely free, including post-secondary. Also, get rid of physical education. While it was fun, I gained no valuable skills from it besides learning how to pelt fat kids with a ball.
 
I percieve the one we have as nearly ideal:

Basics:
- school is free and compulsory until the age of 18.
- students are grouped by how smart they are in order to give each student the attention it deserves without slowing down the best students.
- allow some choice, but not too much until university.
- groups of 20 pupils.

Complex: (secondary education)

Spoiler :
When graduating from primary school around the age of 12, students enter secondary education. Here they have to choose a direction that they want to follow, depending on their skill level and interests.

Secondary education consists of three cycles:

* First cycle (year 1 and 2)
* Second cycle (year 3 and 4)
* Third cycle (year 5 and 6)

The first cycle provides a broad general basis, with only a few options to choose from (e.g. Latin, additional mathematics, technology). This should enable students to orient themselves in the most suitable way towards the many different directions available in the second and third stages. The second and third cycle are much more specific in each of the possible directions. Never the level of choice available to the pupils grows with their age. While the youngest pupils may choose at the most two or four hours per week, the oldest pupils have the opportunity to choose between different "menus", like Math-Science, Sociology-Languages or Latin-Greek. They are then able to shape the largest part of the time they spend at school. However some core lessons are compulsory like e.g. mother-tongue course, sport, etc... This mix between compulsory and optionary lessons grouped in menus make it possible to keep class structures even for the oldest students.

Secondary school is divided into four general types. Each type consists of a set of different directions that may vary from school to school. The general types are as follows:

* General Secondary Education. About 40% of all pupils. A very broad, general education, preparing for higher education. Once students have completed all six years, it is expected that they will continue studying (e.g.: university or college). The job market considers an ASO diploma alone as useless, so a continued study in higher education is not only implied but even necessary to get a job. Possible directions include (eventually combinations of): ancient Greek and Latin, Modern Languages (stressing French and Dutch, English and German), Sciences (chemistry, physics, biology and geography), Mathematics, Economy, and Human Sciences (psychology, sociology, media).
* Technical Secondary Education. About 30% of all pupils. The TSO is divided into two groups of education again: TTK and STK. The TTK courses focus more on technical aspects, the STK courses focus more on practical matters. Both offer a general education in math, languages, history, science, and geography, but mostly not on the same level as ASO courses. Lessons have a less theoretical, but more technical and practical approach. Once students have completed all six years they are either ready for the job market (STK courses mostly) or continue to study (TTK courses mostly). The continued studies could be a seventh specialization year (mostly SSK students take a this as an option), bachelor studies or even master studies. Possible directions include several Office management-like directions, practical ICT, Tourism, Health, Trade, Engineering, Communications,...
* Vocational Secondary Education. About 30% of all pupils. Very practical and very job specific education. Afterwards, several directions offer seventh, sometimes eighth, specialisation years. Possible directions include Carpentry, Car mechanics, Jewelry, Masonry... BSO is the only type of secondary education that does not qualify students to pursue higher education. If the student chooses to follow the optional 7th (and sometimes 8th) year, he/she will receive a diploma of the same level as a TSO diploma, which does allow him/her to pursue higher education.
* Art Secondary Education. About 2% of all pupils. These schools link general and broad secondary education development with active art practice, ranging from performance arts to display arts. Depending on the direction, several subjects might be purely theoretical, preparing for higher education. Directions include dancing, acting, and several graphical and musical arts. Many students graduating from these schools go to music conservatories, higher ballet or acting schools or art colleges to further develop their art.

Students with disabilities can follow Special Secondary Education of different types.


University/college should follow the Bologna process.

The biggest problem are pupils starting in menus that are too difficult for them.
 
Can't you Brits choose between like, German, French, and Spanish, at least? And besides, in very many sectors, knowing foreign languages is at the very least handy, sometimes even mandatory. Omitting foreign languages is nothing less than idiotic, even if you live in an Anglophonic country.

I agree with you about the life skills bit, though.

I wasn't allowed to choose, but I've no idea if its the same across the country. Again, I've no problem with learning foreign languages, but it should be the pupil's choice and shouldn't come at the expense of more useful skills. There are only so many hours in the school day.
 
Can't you Brits choose between like, German, French, and Spanish, at least? And besides, in very many sectors, knowing foreign languages is at the very least handy, sometimes even mandatory. Omitting foreign languages is nothing less than idiotic, even if you live in an Anglophonic country.

I agree with you about the life skills bit, though.

When I were a lad :old: it was six months of french then six months of either german or spanish. After which choose one and study for the next four years. Other languages only really avalible as a sucker-punch A for those who already speak the language. The schools loving that a minimal expense will boost their percieved results.
 
Only people who wipe their arse with their left hand can get educated. Everybody else can go to the mines. 'specially poor black people.
 
I heard in India they start calculus when they are still a fetus... we should do something like that!
 
Change the Michigan system to something like...
4 credits of Math
4 credits of Science
3 credits of Language Arts
3 credits of Social Studies

No other credits. No Phys. Ed credits...nothing.
 
  • Free college for citizens for at least 4 years (I'm not sure if I support paying for time after that)
  • More emphasis on Math and Science (4 years required, instead of the 2 when I went to high school)
  • Make Spanish compulsary as a foreign language, French, German, and others optional
  • I favor keeping Phys Ed mandatory, but make it into a more challenging class and allow people in sports to count that as a Phys Ed class.
  • Art classes should be optional (personal prefence, I hated taking art classes in high school)
 
Let me design the history curriculum and somebody else can do the rest as far as I'm concerned.
 
More emphasis on how something came to be (e.g. deriving a formula) and higher academic standards overall.
 
Giant robo-teachers with lasers on their heads.
 
-The first important consideration is that the education is free. It is in the best interests of society that everyone be educated.

-The classroom will be filled with educational materials, from books to DVDs and all other things in between. Instructors will be present to supervise and provide lectures if the student prefers to learn that way. This will allow students to learn their subjects the way they want to learn.

-The above classroom structure can be scaled from a class of about a dozen to a hundred students. Resources will be adjusted as needed.

-There will be no strict assignments and deadlines, only a set of guidelines and goals for learning. These goals will be tailored so that upon completion of these goals, the student will have learned the necessary skills at that level. These goals become less restrictive at higher years, where the child will be expected to have obtained a desire for learning and a strong sense of responsibility.

-Testing will have less emphasis on enumeration and identification, and more on communication, thinking, understanding, and application (which may involve hands-on activities and real world immersion).

-Learning begins at early childhood until the child is 18 years of age, where the child moves on to tertiary education. As the child goes through the grades, emphasis of learning goals will be on discovering what interests the child and allowing the child to learn the necessary skills in knowledge in that field of expertise. There will be co-op programs (essentially exposure to the workforce) at higher levels. These grades consist only of the years of learning, not strict levels of learning. It might be possible to complete learning at a lower grade.

-Learning at school must also be augmented by learning at home. Knowing that the school cannot interfere with matters at home, the school will provide advice such reading books to children at a young age to foster a love for reading.
 
Very idealistic, but unfortunately not an option for post-secondary education..

OP said:
If scale, structure, required resources, and in general feasibility were no bar, and the sole objective was educating you in the best possible way

Ten characters.
 
Back
Top Bottom