Essay on Ideal Education System
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Today I want to talk about the ideal education system. There are increasingly more dissatisfied voices about the actual situation in education. It seems no one – neither students nor teachers nor large customers in the face of business ) is satisfied with the quality of modern education.
I cannot talk about the entire education system, so I will only go on educational processes within IT. Trying something to offer in other areas of knowledge will be a strong guile, or outright incompetence on my part: hardly can something be fundamentally changed in the preparation of the doctor or other high-tech specialist whose activities involve a high degree of responsibility or high technological workload. So I was limited to only those areas where it is possible to apply the principles of self-education; where learning does not require complex technical objects (like flight simulators for pilot training).
So, first let’s define with what is the “entities” (as we call them) of an ideal education system and how they interact with each other in the learning process. We can safely indicate several important entities:
- students themselves (for which we will use the term “students”);
- teaching staff (the “teachers”);
- the administrative part of the education system (the “authority”);
- state as an aggregator of multiple requests to the education system (the “customer”, which might be a not necessarily state but a business or individual).
This system and can be extended, but probably should not be unnecessarily complicated (e.g., the omission of such an entity as “parents” will assume that the “students” include this entity in itself). We define each entity as a level that interact correspondently with each other.
The interaction between non-adjacent levels are possible, but rare. Thus, interaction between the levels “students” and “teachers” are much more intense than between the levels “students” and “authority,” not speaking about the intensity of interaction between the “students” and “customer.”. Is it good or bad? It is good and bad at the same time. Hierarchical structures are successfully managed, but sometimes the problems at the bottom level cannot be seen clear enough from the top level. And vice versa.
Obviously, at the moment, each participant (entity) of the educational process has different expectations that cannot be met by existing relationships. This naturally leads to different problems.
“Students” . Most often are dissatisfied with the following:
a) diploma (certificate of education) by itself is not valued by “customer,” as it does not reflect the real value of a specialist,
b) the level of knowledge obtained in the system does not always meet at least the minimum acceptable standards – transmitted knowledge or are outdated or of low quality;
c) knowledge transfer processes are inefficient because they do not take into account the psychophysical characteristics of students (“strong” and “weak” students are averaged).
“Teachers” . Claims that are express by the entities of this level:
a) a huge problem of teaching staff is insufficient financial compensation for their efforts;
b) the issue of recent years is the deterioration of student flow due to reducing the level of basic knowledge, which entails a complication of a teaching process (more gifted students are easier and more interesting to teach);
c) dissatisfaction with reforms in higher education – the practical effect is negligible (for example – the transition from a five-point grading system to a ten).
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