The author of this
idea
has worked in academies, high schools, colleges and universities in
several countries. This programme
concept is designed
primarily for the junior or high school environment. My original idea
was to apply this to a school in Korea where students study so hard they
just don't 'get a life'. However, it could work anywhere; there ought
to be room
in every region for one school like this. Like anything, it would not be
wise to suddenly adopt it across a large school. Rather, perhaps start with
one day or two days a week, preferably in a smaller school (max 500
students).
Depending on the country, Junior schools vary between two, three or four
years. The main aim is typically to prepare students for high school. High
schools typically enrol students for three to five years (aged 13 ~ 18),
after which students either move on to tertiary education, enter a trade as
an apprentice, or seek a general job. Schools have students for at least
five hours a day (longer in Asia) and most of that time is taken up with
academic study where they sit restlessly on hard chairs staring at
white/blackboards trying to remember 'stuff' for tests and exams. While
there are many excellent schools, they really struggle to provide their
students with an educationally enjoyable experience.
The
current educational paradigm is almost totally based on academic study. The entire
curriculum is designed like a pyramid, with primary school students at the
bottom and university professors at the top; the whole system is designed
towards becoming that professor. It is a one-directional vertical approach
where everyone is pushed 'up' together until, at some point, they reach
their 'limit' and either fall or get kicked off the 'educational conveyer
belt' and become workers.
The
typical students today are restless. Too much
sugar, too many carbs, too much TV, too many video games, too much tapping
and chatting on the phone; it has become a real problem. They are
withdrawing into a fake virtual reality - a lot of what they know is not
real, but made-up in Hollywood or Silicon Valley. Nothing is being done
about it; no one has a solution; the problems get worse. They are not
listening and they are not taking notes. Something needs to change.
Often, teaching is just delivery; most of what students study today is based
on receiving and remembering information, yet, more than ever before, in
today's world, almost any information we need is instantly available at the
push of a button. The current paradigm was set up to provide industry with
mildly educated workers who would understand and obey instructions in their
one-job-for-life. The current educational system remains single-minded in
its methods of indoctrination. Those that fail to fit in are either forced
to fit in more strongly or are pushed out. Teachers do their best and rely
on their own improvised methods of 'differentiation' to improve the lot of
those less 'academically' minded. Creativity, often nothing more than a
lip-service window-dressed aim, is stifled early on lest it interfere with
the almighty standardized tests and exams. The future requires teachers that
inspire, stimulate, and provoke a multitude of answers. The students need to
become seekers, not receivers, of education. Despite what teachers claim,
this is not happening. The future needs people who can
search and find their own creative solutions. In the future, the most
successful will be those who are highly motivated to achieve excellence
in anything and everything they set their sights on.
Though not always true, tradesmen by and large are typically made up of
those who got kicked off the educational conveyer early on. However, Bob
the Builder, Phil the Plumber and Eric the Electrician
have all been able to learn a heck of a lot about their trades. They listen
to their peers and learn what they need by themselves. Not only that, there
are increasing numbers of ordinary people making names for themselves in
online intellectual debates on topics they have become interested in. At
school, they may have had no apparent intellectual vitality in the eyes of
their teachers, but in their chosen profession or hobby they are motivated
to learn a great deal by themselves. Simply, most people have a great
capacity to learn if well motivated. With true purpose, most people have the
capacity to learn whatever is required in their immediate sphere of
interest. What we need to do is to create a program where students want to
come to school everyday to ... develop themselves. Schools need to offer
choice and relevance, both of which lead to ownership.
The origin of the idea
I first did an apprenticeship in a steel
foundry and became qualified in various aspects. Here, training was not
based on age - only experience and skill mattered; if you failed, you did
that course again (a good motivator). At some point, I ended up
helping train others to get qualified. Then, all change, I went to
university to study languages and eventually became a teacher. I have worked in several
schools/colleges/universities and have always had a keen interest in sports. My first teaching job
(1989) was teaching English at a high school in Japan. The school was
quite sport oriented (but also taught all the standard subjects). Certain
sports clubs would start training at 1pm, others from 2 or 3pm; some
would not finish until 6pm. They were very serious about their sports. As a
direct result of this, the school came first or second in several nationwide
sports competitions in the year I was there, which was very impressive
considering that there are 130 million people in Japan with thousands of
schools. I remain
astounded at their sporting accomplishments while I was there and the
recognition the students received.
I have worked in a number of schools over the years and have always taken
note of those students that do really well, and sometimes those that do not
do so well but later have successful careers. Being smart helps, of course,
but more often than not, being smart can just mean being a little ahead for
your age, or a little more determined to succeed. In sport, that might mean being a little heavier, taller or
stronger. Some people are just late developers, but school does not account
for that as everyone is ranked by age for convenience. What sets
someone apart is when they really begin to get good at something ... and that
something is typically, one thing. I have seen many amazing success stories
at schools, but often, it is in spite of the system rather than because of
it. Schools are quick to claim credit when in fact, the student has spent
hours and hours of his/her own time 'working on it'.
Recently (2018-2021), I saw incredible change in boys starting a new
Trades-oriented course - they studied their specific trade all day, with
extra lessons in literacy and numeracy. Previously lackluster, totally
unmotivated students acquired new focus and made 180 degree changes with a
view to leaving school one year early. They suddenly had focus. School had
real purpose. By the end of the year, all of the students learned various
metalworking skills in which they became totally absorbed, passed various
qualifications (Health and Safetly / welding / metal fabrication, etc).. This course gave the boys real-world direction and they became focused
on achieving everything that was put in front of them. In short, they grew
up and became adults and before the school year was over most gained
apprenticeships or jobs. To be fair, the school did a lot of work and should
take some credit but the real change occurred when the students 'woke up'
and created their own future. What the school did was to present the boys
with an achievable future. Boys turned into men before the end of the school
year; when I see them out and about at work in the local township they are
always happy and positive. They have all developed a good group
consciousness and they mostly keep in touch with each other, which should
serve them well moving forwards.
