educational shift happens

The frontline of learning is not the classroom, but the bedroom and the living room. Our education system’s biggest untapped resource is the children themselves.

Leadbeater, 2005

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Historically, education has been dispensed to children on mass,according to pre-established government guidelines and benchmarks.

Are children being processed by a impersonal educational machines?

In the UK, children leave school every year with little or no qualifications.

0nly of those eligible for free school meals get 5 good GCSE’s, including English and Maths.

In the UK, 30,000 children leave school every year with little or no qualifications.

0nly 19.5% of those eligible for free school meals get 5 good GCSE’s, including English and Maths.

The Learner

Parents and Families

Peers and Friends

Extended Family

Teachers and School

Mass Media

Community“ Children learn better when they have the right relationships. Those relationships motivate them to learn; engage then to be participants in learning

Leadbeater, 2008 ”

Based on Brofenbrenner’s (1979) ecological model.

“ Children learn better when they have the right relationships. Those relationships motivate them to learn; engage then to be participants in learning.”

Today, we spend 40% lesstime with our children than we did in 1965.

Based on Brofenbrenner’s (1979) ecological model.

The Learner

Parents and families

Peers and friends

Extended family

Teachers and school

Mass Media

Community

Personalisation means thinking about public services in an entirely different way-starting with the person rather than the service. It will require the transformation of education.

It Means:-

• Starting with the individual as a person with strengths and preferences.

• Consideration of the network of support and resources around them.

• The individual is often the best placed to know what they need and how these needs are best met.

• People can be responsible for themselves and can make their own decisions.

• Information and support should be provided to enable informed decision making.

• Giving people much more choice and control in their lives.

Personalisation

Self-directed Support

Individual Budgets

Personal Budgets

Direct Payments

PersonalisationThe process by which state provided services can be adapted to suit students. In Children’s Services this means everyone having choice and control over the shape of their support along with a greater emphasis on prevention and early intervention.

Self-directed SupportA change to the way Children’s Services operates to give students choice, control and power over the support they receive.

Direct PaymentsA cash payment paid directly to the student to enable them to organise their own support, rather than having support directed from the council.

Individual BudgetsA clear up-front allocation of money that can combine several funding options that students can use to design and purchase support from the public, private and voluntary sector.

Personal BudgetsLike a Individual Budget but solely made up of multi-agency funding.

Learning Feature

Past Future

Place Mainly in schools In schools, cultural centres, businesses, learning shops and free space.

Source Teachers Teachers, parents, other skilled adults, peers and social networks.

Learning mode

Instruction Interaction, collaboration & innovation.

More learning by doing and discovery.

Making greater use of technologies for learning.

When/

Where?

In school terms and hours.

The lesson.

All the time in different periods that are relevant to individual styles of learning-developing a competency based curriculum.

How? In classrooms, from books/whiteboards/ 1 dimensional technology.

More real world learning.

Schools/ centres as productive units.

Funding To schools, LA’s and school groups

More to students, families, learning and networks.

Founded in 2002 by author Dave Eggers and educator Nínive Calegari. 826 Valencia is dedicated to supporting students ages 6 to 18 via project based workshops at times to suit students- in school, after school, evenings, weekends and during school holidays.

ConclusionHow do we as a society challenge existing belief systems to create different types of school, based on new kinds of community led learning initiatives?

How is a new system of education based on entrepreneurship to be fostered?

Is there now a question to be asked, as a social society, should we be fundamentally enabling learning as we know it to change its shape?

How far do we take the personalisation agenda?