Diagnosis

• Further resources

Overview

• Education provision from early years onwards ties individuals into specific community, faith or employment organizations
• Education providers diagnose learners' skills, strengths and weaknesses at an early age
• Students' talents are matched to the existing and forecast skills needs of the organizations, and individualized curricula are designed to enhance this match.
• Everyone has a responsibility to fulfil their economic role in exchange for their educational provision (whether privately or state funded)
• Assessment practices are bespoke to individual organizations

In this scenaro...

Education provision at all ages is delivered primarily through commercial or third sector organizations, with businesses, social enterprises and faith groups all providing educational offerings that are tied to their economic, social or religious agendas. There is some minimal state provision for those with insufficient resources or 'talents' to enter other educational institutions.

Educational institutions are closely tied into the life of commercial, not-for-profit, faith and other organizations. The educational institution is used as a way of identifying and training future members of the organization: individuals demonstrating skills that are particularly desirable to the organization are actively recruited, often at very young ages, and trained to meet the needs of the organization. Employees also receive their ongoing training and development through the in-house 'schools' and 'universities'. Entrance to organizations offering excellent benefits is highly competitive, allowing these organizations to choose from diverse potential applicants.

In all education institutions, teachers are expected to make an early diagnosis of a student's individual strengths and match them to a required role in the relevant business, enterprise or religious programme. Learning is all about preparing students for a particular niche through individual learning experiences.

Individualized assessment, tracking the continued progress of the individual towards their future role, is critical to educational practice. Success is measured by the extent to which the individual develops their skills in ways that are closely matched to the needs of the association. As such there are widely diverse assessment approaches, many of them specific to the individual organization. The name of the organization by which the individual has been trained therefore begins to take on as much significance as the actual information provided by the assessment.

See what technology, identity, curriculum and motivation look like in this scenario

This scenario is based on the same world as Scenario 3: Discovery and shares its underpinning values. See www.beyondcurrenthorizons.org.uk for a description of their common world.