Community of Learning: Devoid of Individuality
Over the last few nights, I have worked away going through all 61 of the accepted and approved Achievement Challenges that active CoL’s have put out.
I spent time going through each one and noting down the key aspects of each. This included noting if they were based around National Standards, NCEA, Curriculum subject, and any other factors, such as Ethnicity or Gender focus, or a mixture of everything.
These Communities of Learning are all unique. They all represent different parts of the country, and the schools in them reflect the communities and whanau who they serve. They are made up of a myriad of individuals who teach and lead within them and who work tirelessly at solving a range of different achievement challenges daily.
Yet, out of the 180 CoL’s, only 61 have been accepted so far. Many, many of them have had to be returned with a “FAIL” on the grade paper, and asked to resubmit. Countless have been adjusted and modified to include certain aspects that the Ministry and the Government want to see in them. The following infographic shows this beyond doubt, that there is a definite agenda behind what the Ministry will accept as appropriate achievement challenges. Very few of them take into account any kind of individual or creative focus in which a Community of Learning might wish to operate and instead, pushes and prods until that CoL fits into the pre-determined box, ready to be shipped off.