Ashok Patel (apatel.aqua@btinternet.com)
Fri, 21 Aug 1998 05:10:28 +0100
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From: "Ashok Patel" <apatel.aqua@btinternet.com> Subject: RE: [ifets] Re: Question Date: Fri, 21 Aug 1998 05:10:28 +0100
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---------------------------------------------------------
Tom Abeles wrote (I enjoy reading Tom's expressive language!):
> Ashok Patel wrote:
>
> > 1. While the immediate teacher may perform a mentor's role, isn't
> > this role performed within the curriculum designed by 'sage' teachers ?
> -----------------------
> Not necessarily- in one model, the "sage" is a consulting expert as in
> the making of documentaries. The materials are designed by professional
> production teams and the delivery of materials is handle by
> professionals who are supported in process with equally knowledgeabel
> learning experts.
> -------------------------------------------------------------------
What I had in mind was the overall structure of what makes up the
requisite learning for a particular course or qualification and the nature and
type of assessment to satisfy that an acceptable standard of the learning
required has been achieved.
> >
> > 2. Whether the teacher's role is performed in an Academy or
> > a Corporation, the functional role still exists and it would be
> > premature for any educational system to short circuit this role.
> --------------------------------------------------------------
> I am not certain what you mean by "role" or whether those "roles" would
> necessarily be the same in the future or be the responsibility of a
> single person or a team- there are many "models" out there and others
> yet to be discovered- I don't think that education has reached some
> ultimate pinnacle of evolution
> --------------------------
I agree that there might be changes in the way the "role" might be carried
out and indeed shared between people and teams, for example, the various
experts referred by you, in so far as their expertise relate to teaching and
learning rather than 'software' programming whether it is a live drama, film,
radio broadcast or Computer program.
>
> > 4. There have always been cases where the Academic institutions
> > have not had certification authority, for instance, professional
> > qualifications and yet many have provided tuition for such
> > courses.
> --------------------------------------------------------------
> the situation which is emerging, though, is different. What if you could
> go around to the institutions of your choice and buy your experiences
> ala carte and then go to another institution which provides you with the
> certificate of completion of a degree? There are now credit banks and
> institutions which will evaluate a person's portfolio, as it were. there
> are institutions that broker other's courses and programs and consortia
> which allow students to take interchangeable programs.
> ------------------------
I do not see any problems in transfer of credits as this provides flexibility
which is necessary for the mobility required for the volatile job market and
the need to move to different places for many young people (though with
virtual University courses the need should diminish). If you could buy your
experiences without really obtaining them, it is a malpractice and should
be dealt with as any other malpractice. If society tolerates widespread
malpractice isn't it a reflection of low social morale in general.
> >
> > 5. With the virtual delivery, the competition between Academic
> > institutions is bound to increase and therefore if it isn't a
> Corporation then it could be a foreign University. (Interesting
> problems of recognition of qualifications would also arise.)
> -------------------------------------------------
> Your statement is more speculative than the situation is and is
> becoming. All these opportunities currently exist and many of the
> problems beyond what you have identified, have already been addressed,
> though there are no standard solutions.-- universal certification,
> exchange of courses and programs, global competition even by agencies
> that certify institutions- a global bizaar and free market is there for
> the taking
> -------------------
Any statement about what is likely to happen in future is speculative, however
my observation is based on the pilot courses already started by some
institutions and information about current projects to prepare for web based
material for the purpose of distance education. Whilst the opportunities have
always existed (Years ago, I took my exams for a British professional
qualification in Bombay, India) the lead time and cost are being reduced
through the creation of an international internet infrastructure. The costs to
the end user are also decreasing all the time. This can encourage entry of
new competitors. However, only time will tell what happens.
> >
> > 7. But more importantly, I do not think we have a great clarity
> about the purpose of education......
> ------------------------------------
>
> As Shakespeare has said, "Aye, There's the rub!
>
> If you don't know what "business you are in" how are you going to tell
> folks what you have to offer. The Academy is playing Polonius to the
> larger public's Hamlet and is being hoisted by its own petard.
>
But is it the Academy's fault ? Society as a stakeholder and investor
(large amounts of national budgets go into education) needs to spell out
more clearly (and realistically) what it expects from this investment.
Cheers
Ashok Patel
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