It used to be simpler. A lot of boys started doing what their father did and a lot of girls were also destined to become housewives, just like their mother. The choice had already been made for them. During puberty, most of them started training in
that direction. They had a very concrete idea of what their future would look like. That time is over.
Education has created the conditions for learning how to choose, but these do not match the mindset of young adolescents. The result is a huge dropout
in tertiary education. Tertiary education, also referred to as third-level, third-stage or post-secondary education, is the educational level following the completion of secondary education.
Large numbers of students at tis level choose a direction
that turns out not to be the right one. Some do this several times and often end up without a diploma.
The future for which to choose has become much more complex. Not making a choice and going to do what your father did is no longer the reality for most
Adolescents should therefore not only be guided in their choices. They also need to be guided in learning how to choose. It is impossible to list all the pros and cons of a choice in the future. But by giving them more knowledge of how society
works and which route should be followed for a certain choice, it can be made clearer.
An important point is that young people should be allowed to make mistakes in their choices to a certain extent. This means that the education system is designed in
such a way that switching from one direction to the other remains possible without too many problems.
Students can choose the direction they want to follow. They cannot choose the level at which they receive education. Here, too, the transfer options
during and after a certain degree program must be as broad as possible, so that students who develop a little later are not deprived of all kinds of opportunities in advance.
An adolescent is incapable of directing his own learning process. In addition,
they have a very optimistic view of their own abilities and limits. The latter also has a strong side. Choices that would for adults be precluded from the start remain in the eyes of adolescents possible.
A parent or teacher always has the choice to
close the door or to keep the door ajar. He or she must always keep in mind whether the plans are feasible and realistic. Realizable in the sense that there is actually a certain route and real in the sense that he believes that this student could do it.
Education should take care of the first. There must always be a route, no matter how complicated, to develop for a person as optimally as possible. In addition, the teachers must ensure that the student in question continues to see the sometimes very narrow
path. They should make the student aware that it is a very narrow path and therefore guide him and help him to map out one or two alternative routes. All routes must be made explicit. Not just with words, but by putting them on paper as clearly and in detail
The moment the teacher slams the door on the student, he has lost the student. He continues to come to school neatly, but with less pleasure and inspiration. In addition, he will be more difficult to approach.
Students cannot oversee
what all the learning material is meant for. That is not necessary. However, they do have an idea of what education is meant for. They may not be interested in the content, but they are interested in the result.
It is a misconception to think that students
only come to school to meet others.
It is a fallacy of adults to want to include this social interaction, this living environment, in the curriculum. Adolescents would be much more motivated if they could collaborate or plan their work
themselves. Self-evaluation and reflection on their work and their attitudes would also improve learning. These assumptions ignore the real needs and attitudes of adolescents. A teacher who is trying to inspire adolescents to self-evaluate or reflect should
not whine if he finds, in frustration, that the response of his students is not there at best. Please note that this concerns reflection as a source of inspiration as a separate component in the curriculum. Implicitly using reflection and evaluation to talk
to a student about his work and his attitude to his work is an excellent way of giving him or her feedback.