Contrasting two learning systems

“Standard” Education System Literacy Program
Grades 1 to 12 followed by diploma LBS Levels 1 to 5 followed by job, further training or other activity – no diploma yet.
Designed for the education of children Designed for upgrading of adults' skills
All learners have roughly equal knowledge level on given topic Different amounts of knowledge between learners in same learning group on any topic
External authority (government) tells what learner needs to learn Adult is own authority to determine what s/he needs/wants to learn – has help from others
Learner level recognized in terms of grades Learning recognized in terms of what learner can do with learning they have achieved
Broad-based development of knowledge Learner wants to learn very specific things
In a given class, all do same work at same time of day and in same semester Should be able to proceed at own pace, do work that is useful to own goals, and do at time of day convenient
Specialized institution (i.e. schools) - elementary school followed by high school Various possible learning environments - can move from one to another depending on what is being learned and when
Full-time days September to June Needs flexibility in total hours and schedule
Class format Classes, groups, one-to-one and self instruction modes all possible
Usually student does all their learning first, then goes to work May do some learning, then work, or integrate two, over and over through life
More formal and standardized systems of evaluation, reporting, etc. where teacher evaluates learner Less formal systems of evaluation, often done collaboratively or completely by learner, no formal reporting mechanisms
Teachers have similar training, highly skilled, unionized, good salary with benefits Instructors have varied backgrounds, experience, may be volunteer, short-term contract, part-time, only for contact time.

Based on Sudbury Literacy Creating a Referral Protocol, Quill Literacy Network Youth Literacy Referral Kit.



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