Name: James Ashaley Kotey

Module: Educational Organization & Management

1. Strategies Rebekah had taken to redesign the learning system

It is often said that the leaders we need will come to the fore in times of intense peril

( Alqatawenh, 2018). As the head of school’s Learning Resource Centre, Rebekah identified a lot

of problems which has to do with the lack of skills of students to effectively use the facility

coupled with other issues such as lack of full-time librarian, outdated books and resources and

limited space. In such an uncertain setting, as Davies and Davies (2014) posit, strategic leaders

must work on such problems that impact their organization.

To deal with such problems, as indicated in the case study, Rebekah wielded considerable power

inside her school, earning support through strategic planning, collaborative relationship building,

and the meticulous application of evidence to back her leadership. After doing some reading on

autonomous learning and study skills, Rebekah decided to conduct an audit of the National

Curriculum at Key Stage 3 to find out how these abilities were presented in the various topics

that she was studying. She provided a list of tactics to promote confidence in the development of

learning abilities, put up an action plan that contained targets for both students and instructors,

and created a scheme of work to assist students in learning how to identify resources on their

own and critically evaluate them. By utilising existing partnerships with other schools, she

created creative methods to overcome a shortage of resources and time.

In a situation where there was a shortage of both allocated time and dedicated people, Rebekah

came up with inventive solutions. She organised this series of lessons to be taught by full-time

librarians from two schools that were already working in conjunction with her own school. She

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made her case to the heads of the faculty, and the English, Social Science, and Science

departments each released one lesson for Year 7 students. In addition, the school granted her one

lesson that had been allotted for personal and social education in the past. Students gained an

understanding of how to utilise the Learning Resources Centre during the course of these

lessons. This understanding was later reinforced by a form designed by Rebekah and titled

'Learning to be an Information Detective.' Copies of this form were made available in the

Learning Resources Centre to help students structure their investigations.

She proposed a scheme of work to assist students in learning how to access resources

independently and critically. While Rebekah relied on the experience of colleagues, she also

participated practically in generating tools that support and sustain the initiative, as is

characteristic of teacher leaders' approach. Her approach implied that it was a future

development that will be expanded upon to boost confidence in the growth of learning skills. It

has become so engrained that colleagues own it, and Rebekah has planned for the progress and

sustainability of these strategies to help make education competitive in today's world. Rebekah

undertook this study in order to contribute to greater improvements in the classroom learning

environment.

2. Why new measures should be taken to make education more realistic and inclined

towards today’s competitive world.

To advance the argument for why I believe new measures should be implemented to make

education more realistic, it is necessary to first paint a picture of our current educational system.

The most serious issue with our current educational system is that students are unmotivated.

Millions of students have no idea why they must attend school other than out of obligation.

Students are indoctrinated with the idea that they should go to school, get good grades, and then

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get a good job. However, this notion is no longer guaranteed. Students are graded on their ability

to memorise and reproduce taught concepts rather than their creativity. It distinguishes between

academic and non-academic people, as well as smart and non-smart people. As a result, many

brilliant people believe they are not.

To shift the current paradigm, new measures must be implemented. First, there is a need for a

shift away from conformity-based testing and curriculum and toward divergent thinking.

Divergent thinking is a necessary skill for creativity—the process of developing valuable original

ideas. It is the ability to see many possible answers to a question, many ways to interpret a

question, and to think laterally rather than linearly or convergently. This method teaches students

to believe in their own self-interest, to value it, and to facilitate it. It is also critical to change our

institutions' culture of treating academic students as potential products and non-academic

students as residuals.

Second, it is critical to recognise that a country's progress is dependent on the quality of its

people. To boost educational quality, every teacher should have free internet connection facilities

for updating his expertise in preparation for his classroom lectures and getting the most recent

information and data in their field of study. School Authorities should take these most crucial

factors into account in order to improve the quality of education (Manimaran, 2015).

Third, the disconnected link between school and reality must be severed. Students should not be

taught how to answer exam questions, but rather how one problem in the real world can be

connected and answered by theory learned in class. They should not be forced to give up their

favourite games or television shows, but rather encouraged to combine them with education. The

point is that their imagination should not be stifled. As Swami Vivekananda rightly said

“Education is not the amount of information that is put into your brain. If you have assimilated

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five ideas and made them your life and character, you have more education than any man who

has got by heart a whole library”.

Fourth, if educational institutions wish to maintain their level of competitiveness, they will need

to adopt new technology. Technology has evolved to the point where it is now an essential

component of the educational experiences of the majority of students, and educational

institutions are required to provide access to the most recent technologies. The implementation of

information technology in educational settings has a number of advantageous effects, including

the following: it increases scientific, economic, technological, informational, and multicultural

literacy and awareness; it fosters inventive thinking; it fosters effective communication; it

increases personal, social, and civic responsibility; and, ultimately, it leads to increased

productivity. In addition to this, it offers pupils the impression that they are working with real-

world instruments that produce outcomes that are efficient, pertinent, and of a high quality.

Students will be attracted to those businesses or educational institutions that are able to stay up

with the ever-changing technological landscape. The utilisation of more recent technology and

apparatus will make the whole experience of studying more beneficial while also leading to an

improvement in productivity.

Finally, the obstacle posed by standardised learning can be circumvented by the implementation

of individualised learning in educational institutions. Because to technological advancements,

there are now a plethora of educational options available to people of all ages, and it is now

possible to design instructional programmes that can be tailored to meet the specific

requirements of each learner. Students now have more options to choose an educational service

provider that is suitable for them in terms of their talents, budget, and personal preferences when

they take classes online rather than in a traditional classroom setting. Educational institutions that

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wish to maintain their competitive advantage are required to satisfy this need for flexibility by

providing programmes that place a greater emphasis on the acquisition of certifications and

skills. It is possible for educational institutions and governments to collaborate in order to

advance personalised learning by elevating the topic's importance in the eyes of both students

and educators. The collection of data by educators can assist them in supporting learning that is

adaptable and satisfies the requirements of all persons. In addition, the resources that teachers

require to assist their pupils in achieving success must be made available to them.

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References

Alqatawenh, S. A. (2018) ‘Transformational Leadership Style and its Relationship with Change

Managemen’, Theory and Practice, 19, pp. 17–24.

Davies, B. J. and Davies, B. (2014) ‘Strategic leadership’, School Leadership and Management,

24(1), pp. 29–38. doi: 10.1080/1363243042000172804.

Manimaran, G. (2015) ‘Some Views to Improve Present Education System’, Online

International Interdisciplinary Research Journal.