10 -
features and its aims can be more clearly seen as a whole. This gives
rise to fundamental questions about educational development beyond
existing approved or proposed policies.
8.11
No attempt will be made in the following paragraphs to predict
future trends in education policy. In keeping with the spirit of the
overall review of the education system (which, to borrow the language of
curriculum development, is seen as a formative rather than a summative
evaluation of the system) the rest of this chapter is devoted to the
exploration of various themes which might usefully be considered in any
development of education beyond the present stage. These themes are
presented in the form of questions the answers to which are largely a
matter of judgment. As such they represent the first stage in a new
phase of the planning process earlier described general areas to be
freely explored as a preliminary step towards the consideration of more
specific aims for future policy. The posing of the question is in no
sense an earnest of future intentions.
G
The purpose is to stimulate
general discussion in which the views of the Panel of Visitors undertaking
the overall review, and those of the other overseas participants, will
be valuable in illuminating the underlying issues. Their contribution to
the discussion will be particularly helpful in so far as it represents an
international perspective based on extensive experience of recent
educational developments in other parts of the world.
8.12
It would be inappropriate to ask the Panel of Visitors to give
specific answers to the questions posed, because this would pre-empt
the normal processes by which policy is formulated, because the Visitors
have neither the time nor the opportunity to follow any recommendations
through and, most important of all, because solutions to local problems
have to be worked out in terms of local needs and expectations.
experience can illuminate issues but it can seldom offer models to be
Overseas
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