Chapter 9: Opportunity in Structure
In this chapter we consider how organisational structures in educational institutions can provide more experiential opportunity for learners and young people.
Currently educational institutions are rooted in strong legacies from past models and perceived experience. The accepted presumptions of the form of a school or college in physicality and routines present a limited view of how institutions could be. We need to reimagine the nature of the educational facility to be one which adapts to modern 21st Century ideas of the needs of the well-being and development of the learning community.
Our challenge is to consider changes to the physical layout and internal organisation which might respond to meeting the needs identified in the preceding chapters.
In particular, this chapter will focus on an appreciation of different kinds of groupings within the institution and the opportunity they can create.
Summary
In this chapter we propose new models of organisation within the school. These forms allow more specific focus on function to provide more potential and opportunities of personal development.
We suggest that the school should no longer be a Victorian legacy but should be a more flexible community resource. A Community Educational Institution can be formed in many ways but have elements of flexibility and broadened entitlement to the whole community.
Many forms of organisation can be contained within the community building and combine with various purposes, of social care and enterprise, business, innovation, crafts, health and recreational facility and volunteer service. Within such a broader institution we suggest four main forms of organisation of young people:
- Assembly and Collective Group;
- Pastoral, Mentoring and Service Group;
- Learning Skills Group;
- and Thematic Creative Groups.
These groups of organisation have a basis of providing an emphasis on the value placed on the individual person in the community, pastoral care and of collaborating in a team, motivation, a higher emphasis on acquiring Skills, and opportunities of choice within a range of thematic and expressive opportunities.
To change an existing school to these forms of organisation is daunting. Yet here we propose a change in emphasis and shift of responsibility towards more balance, value and appreciation of individual’s choices.
Through the development of choice and responsibility there will be challenges. This is not a utopian model, but one of complexity, and one which can nudge towards delivering a more motivating and inclusive experience for young people.
In the third part of this book, I suggest steps towards this moving towards 21st Century Education, based on ideas from part 1 and 2.