Atoms and Qualifications (6th May 2013)

Atoms are NOT an alternative to qualifications.  They are merely an alternative way of achieving them.

Atoms are small pieces of learning.  They are used to break subjects into small, self-contained units.  Imagine each as a separate qualification.  These atoms can then be mapped against current exams and qualifications.  For example, a pupil might have an interest in mathematics or astronomy.  They zoom ahead collecting atoms in these areas.  The syllabus for GCSE for these subjects is known, so the atoms needed to cover each grade can be created.  The material covered by these interested pupils can then be monitored to see whether they have met the criteria - regardless of age, social background or schemes of work.  Meeting the criteria could then generate a certificate which pops through their door, another motivational factor.

The atom would have to be achieved in a formal setting - a recognised institution.  Schools, colleges and universities would all be suitable as well as others able to award formal qualifications (e.g. employers and private institutions who have been granted permission by an awarding body).  Here, the aPage would have an extra section at the bottom where students can complete their coursework on-line.  Institutions like these are used to awarding qualifications when the work of the students reaches a particular level.  They would only experience two changes in this respect; first, the work is broken into much smaller piece and second, the students can complete this work on-line using any device (PC, tablet, mobile phone, XBox, etc) ... and these have several advantages:-

• The student can complete the work at a time convenient to them - not just in a classroom or at home.
• The student can complete the work in a setting in which they feel comfortable - not just in a classroom or at home.
• The staff can give feedback at a time convenient to them - not just in a classroom or at home.
• The staff can create or source materials anywhere - not just in a classroom or at home.
• The advantages above allow institutions to allocate expensive space for staff and students more efficiently.
• There would be far more management information on the progress of students (how fast are they going, at which point in the course are they dropping out, are there super-tutors with skill that need to be shared, etc.).
• Employers will have a far more rounded view of an applicant that a grade achieved on one day.

So how would all this work?  There are hundreds of thousands of people in the United Kingdom alone who are involved in assessing students.  If only a small portion of these took an hour or so to break down one subject that they teach in a year then a huge map of the British educational system could be created.  There would be many overlaps (calculating a mean could be taught in primary, secondary and tertiary settings depending upon the context).  This map would not only take time to shake down, but would also be dynamic as the views of what should be taught change.

There are several advantages to a map like this:-

• The student can see where they are going so that they can make informed choices about their future.
• The student can see which qualifications they have nearly complete and what they need to do to finish off.
• The staff can see what each student needs to do to complete a qualification and give appropriate guidance and encouragement.
• The parents or guardians can see what each student needs to do to complete a qualification and give appropriate guidance and encouragement.
• Institutions can maximise achievement by putting scarce resources where they feel they will work.
• There would be far more scope for guiding students into suitable career paths.
• Employers will be able to choose candidates who most nearly map their needs (an employer who takes the time to think atomisation through is more likely to attract suitable candidates).

This is much more a can-do system.