Some issues in education
For some time now, I have engaged with Islanders in conversations about education – learning paths, continuing education, math, politicization, career preparation, professional autonomy, accountability, gaps and the list goes on. Based on these conversations, I can report that Islanders, including myself, are not clear as to what the province is trying to do by way of education.
Life is complex; people fill many roles; there is much to be learned — to communicate, to get along with others, to look after ourselves and to look after the environment. It’s more than parents can handle; parents need help; the rest of us need help too. It’s in the interests of the community to provide help. But providing help is complex. There are so many people, such a range of differences, disparate needs, etc. etc. Government wants to help, so they set up a system of schools; decide what everyone needs and that all young people must attend – but service got lost, education became a product described by hours, lessons, outcomes, grades, requirements, diplomas, degrees, years of schooling, etc.; responding to citizen needs is no longer part of the equation; educators seem to have withdrawn from public conversation and stay inside their respective silos.
“Service” and education got lost in the process.
It’s time for a public conversation, first about education, then about schools. Schools won’t get any better until we understand their role within an education system. The education literature is full of comments about schools but little about other education services and schools are unlikely to improve until we understand their role within education. Islanders deserve to be better informed but also to be consulted about education – what it is, who it’s for, principles on which it will operate, what government will pay for, etc. Because of the fear factor, any conversation likely needs to be sanctioned, and probably led, by the minister. In the spirit of political co-operation, perhaps an all-party panel could be struck to lead such a discussion.
I might remind readers that 50 years ago, Holland College members engaged in such a conversation. While not very inspiring, the resulting document seems to have served the college well. A similar conversation seems warranted for public education. As Robert Mager wrote in his popular adult education book, Setting Instructional Objectives: “Unless we know where we’re going, it’s hard to know when we get there.”
Sincerely