DURING, and immediately after, the Second World War some of us enjoyed largely studentcentred learning where students with a range of abilities studied elements of education together.
Co-operation enabled people to achieve levels of understanding that cannot be achieved through prescribed teaching. Reports reflected the efforts and achievements of each student.
This enabled people to constructively question instructions and orders that they were given that led to more efficient and safer working in all kinds of areas of employment. It gave people “ownership” of their education and satisfaction that they, at whatever level, could contribute to life around them.
The trade unionists who took part in the development project “Lifelong Learning in the Workplace” greatly appreciated being able to use and develop their talents in this way.
Having identified the problems they invented the union learning representative and so the project continues.
A number of universities are planning to introduce assessments that reflect the ability of students in the individual elements of their courses.
This approach will have implications for the school systems.
Bill Morehead, Darlington.
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