Education tomorrow

New technology, flexible parental working patterns, home schooling and home-school linked learning set-ups: ideas regarding the future of educating children in the future propose increasingly varied and flexible approaches. One of our members, Maureen Boustred, has suggested the following: The basic idea is to SHORTEN the SCHOOLDAY. That is – the time children are in a school building. The suggested new timing is for MORNINGS ONLY- 8.30 am to 12.30 pm. This would result in two and a half hours shortfall from statutory requirements for a five day week, or put another way – half an hour a day. Ongoing learning for that time could be facilitated in other places during the rest of the day.

Older siblings, family members or friends could opt to assist in hearing reading, help with a project or oversee writing practice for example, and this could be done outside in the open air or other convenient place at any time from 12.30pm to bedtime.

The children would be encouraged to learn that at some time during the rest of the day, after the school morning has finished, half an hour's work-'homework'- would have to be done. In due course they would learn to fit this in with the other things they wanted to do, and also learn to liase with family and friends if their support in a specific area was required.

With the rest of the time the children could develop their own interests – sports, music lessons and practice, horse riding, community gardening, learning to cook at home, art, drama, languages, helping with seasonal local land based activities, cubs and brownies, plus- just having time to play. With gentle encouragement the children would begin to manage their own time –the first steps on the road to 'knowing themselves'.

The School Building

The school building need not be redundant after 12.30pm. in a rural community it could become a focal point for small local group activities and clubs which could take place for a couple of hours in the afternoons and evenings. Recently I heard that a small school in Kent is open in the evenings. The local stamp group and lace making are two groups which use the premises. Groups participating in activities such as the last mentioned may appreciate an afternoon session, when there is the advantage of natural light; and school buildings usually have large windows. With the cut backs in Adult Education, the older generations are being denied the opportunity to carry on with lifelong learning and associated activities. A local school venue allowing access for small interest groups would give people in a rural community the chance to meet with friends and like minded people, to enhance the continuity so necessary in keeping traditional skills alive. Small groups such as these, where everyone is known, would naturally welcome young interest if a child wanted to spend an afternoon learning a local or traditional skill. Just being allowed to sit and watch in a welcoming environment could mean so much to a young mind.

The Community

Small communities especially recognise their schools as an asset. Flexibility of timing in its use could make a school so indispensable that closure could not possibly be considered. Where schools are under threat communities close ranks and work together to save them. This co-operative approach could work to create a beneficial community education programme.

Work commitments may make it difficult for some parents to embrace the new timings, but this may prove easier to overcome in a rural area than initially expected. To fulfil statutory obligations regarding time input, teachers may find that involvement in extra curricular activities held during an afternoon rather than tagged onto the end of a full school day, may qualify. Also there may be opportunities to arrange with parents and older children to observe how they are approaching projects and related activities.

Parents who are home schooling may appreciate opportunities offered by afternoon sessions held locally or not too far away. They may also appreciate an informal visit from a teacher from time to time. The change in school timing offers opportunities for individuals of all ages to develop self-reliance within the security of a home community. I have found that children tend to gravitate at a relatively early age to an activity that is absolutely right for them. The flexibility of the new timing does give them a chance to 'dabble' in other activities which may or may not hold their attention long term. That is what childhood is about, and which forms the basis of their 'Learning Pathway'

Forward Thinking

The flexible approach to learning coupled with the growing discipline of children becoming responsible for their own time would offer a sound basis for education at secondary school age. It would enable them to set their own learning schemes, practical and academic, and perhaps find time to fit in voluntary activities to widen their horizons. Broad vision local community learning schedules may encourage employers to take on apprentices and allow them time to continue to follow up their education. Local community learning could eventually lead to Village Colleges as envisioned by Henry Morris. Degrees earned at the Gaia University, whilst working from home could become a real possibility.