This Policy Proposal, from the 21st Century Learning Initiative in the UK, is written to assist those in positions of influence to initiate powerful changes to current educational arrangements. The circumstantial evidence for such a transformation of learning is drawn from the best in research and practice from around the world. The paper shows that better informed, and more effective, models of learning could be organised through a redistribution of expenditures and responsibilities, at a total cost no greater than current levels of expenditure.
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If young people are to be equipped effectively to meet the challenges of the 21st century it is surely prudent to seek out the very best understandings from current scientific research into the nature of how humans learn before considering further reform of the current system.
This article by John Abbott and Terence Ryan appeared in the Spring, 1999 issue of Education Canada. The annual Survey of Canadian Attitudes toward Learning (SCAL) provides a unique opportunity to gauge the opinions, perceptions, and beliefs of Canadians about various aspects of learning in Canada. Now in its second year, the survey was designed by the Canadian Council on Learning (CCL) in consultation with Statistics Canada, which administered the survey on behalf of CCL.
Link: http://www.ccl-cca.ca/CCL/Reports/SCAL/ This Policy Proposal, from the 21st Century Learning Initiative in the UK, is written to assist those in positions of influence to initiate powerful changes to current educational arrangements. The circumstantial evidence for such a transformation of learning is drawn from the best in research and practice from around the world. The paper shows that better informed, and more effective, models of learning could be organised through a redistribution of expenditures and responsibilities, at a total cost no greater than current levels of expenditure.
The annual Survey of Canadian Attitudes toward Learning (SCAL) provides a unique opportunity to gauge the opinions, perceptions, and beliefs of Canadians about various aspects of learning in Canada. Now in its second year, the survey was designed by the Canadian Council on Learning (CCL) in consultation with Statistics Canada, which administered the survey on behalf of CCL.
Link: http://www.ccl-cca.ca/CCL/Reports/SCAL/ Changing large systems is difficult. When you grow up and succeed within the traditional system, it’s hard to see what’s wrong and it’s even harder to imagine that we can do it any other way. Traditional schooling models are entrenched in our collective psyches and in our culture and, as a society, we have invested a great deal in keeping them the way they are. Sometimes, it’s easier to rally behind the very loud voices of “educational reform” than to dig deeper, think longer term and contemplate a complete re-envisioning of the system as we know it.
Read more Canada has a lot to be proud of when it comes to education. We rank well internationally, our schools are filled with intelligent, passionate educators, access is free and the majority of our youth graduate from high school to join a diverse and primarily peaceful, well-functioning society. Many of us, however, have a niggling suspicion that something isn’t quite right. When you can’t think of a single teenager who enjoys school and is excited to learn – something is wrong. When teachers can’t possibly use teaching strategies that support deeper learning because the curriculum is too crowded – something is wrong. And when we have increasing rates of youth violence, apathy, depression and suicide – something is very definitely wrong.
Read more It’s no secret when we look at the history of Western education that part of the purpose of secondary school was to make sure that adolescents learned the skills needed for the factory floor and the office desk – things like respecting authority, staying on task and an ability to follow instructions. Schools and learning activities were structured accordingly.
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