Today the changing employment
The world was scheduled to stop revolving, lifts to jam mid floor, bank accounts freeze and computers implode. The DCSF and OFSTED wail, gnash their teeth, change policy and muddy the water. The educational games and teaching resources in the schooling content seen as essential at the start of a decade can be almost irrelevant at the end. Perversely, success in exams is tempered with concern they have become too easy. Pundits from the respective industry should be involved in the curriculum planning such that the syllabus incorporates developing techniques.g. Remember Y2K ? The 1st of January 2000. In the meantime we see continuing conflict in the performance of our National Curriculum. The World Wide Web, email and computers revolutionised communications in the space of 10 years. Global warming, animal migration and climatic changes are all in state of flux. And then.
The government have announced changes to the GCSE. Thankfully Y2K passed like a damp squib. Doubtless we have learned something from this maelstrom. We are intimately aware of environment issues. Teaching resources budgets that normally covered educational games were decimated. But the bubble burst. Without specific career objectives children are bound to select subjects on their exam success potential. Engineers went for physics, accountants for maths, doctors for the sciences. Historic careers have vaporised or can radically change within the schooling journey - e. Children had some idea of a career in mind when selecting GCSE and "A" levels. Frisbee The hot ticket career in ICT reacted to a demand that nobody foresaw. Inflated salaries, bonuses and a massive workload reflected what turned out to be misjudged panic. The problem is passed to secondary school where teachers, already stressed, attempt to correct shortcomings as well as meet their own standards and targets.
The computer gurus had overlooked the implications of the date code of the new millennium.nothing. A huge number of children in primary school fall short of reaching an acceptable level in maths, English and ICT. Since Y2Y we have seen the centre of gravity in ICT support moving to Bangalore, manufacturing to China and possibly the Financial Services market to Frankfurt? We need to reprogramme our teaching resources so children can meet the changing demands of a global market. Forty years ago the pace of change was more regulated. Suddenly we were desperately short of ICT personnel to rewrite operating programs and manufacturers to build new computers, servers and networks. Critics claim it would be impossible for the children not to gain good grades.In the space of 10 years the world as we know it can change dramatically. The world at large joined in the furore, angst and paranoia. Maybe we should assess children for their likely career potential at an earlier stage to help programme their educational journey more efficiently. Operating budgets were raided, projects cancelled as funds for replacement computers and services were rushed into place. But this laudable intention has met with an immediate backlash; schools claim their workload will become intolerable as they try to meet the demands of children at varying stages of progress and attainment. GCSE's are criticised by the Confederation of British Industry that their content fails to meet the demands of the modern commercial world. We need to consider what teaching resources are best suited to the educational objectives that meet this fast evolving world. Everyone had the latest specification computer, ICT guys had earned a fortune.
Today the changing employment options have left children with less focus. But there were huge economic consequences. But is the final outcome for the children ideally matched to the career market they are to enter? Change will always induce reluctance, yet if we do nothing then nothing will change. the Y2K syndrome and global market forces in manufacturing. Matching the future needs in the curriculum is complex, and critically, would require decisions a decade in advance. Designed to encourage children and provide a better chance of success, on the surface the syllabus is to be brought up to date and coursework will become modular. The world managed to continue to spin controlled by clocks and computers that continued to work. The demand evaporated and the market flooded with skilled ICT professionals looking for a job. So are we programming the right curriculum for our children as they start their 10 year schooling journey or are we just muddling through a series of fire fighting policies.
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