A learning framework for the unskilled to become specialists
Let us re-engineer our societies to train specialists from unskilled persons. Where procedures do not need the general view and understanding essential to roles of strategy and diagnosis, unskilled persons can become proficient at the procedures.
Benefits to society come as we empower the unskilled person with procedural specialist skills. These 'specialists in procedures' do not need the general view and understanding essential to roles of research, training, strategy and diagnosis.
May I use an example from medicine? Many routine medical procedures do not need the wide generalist skills of a general nurse or general doctor after the diagnosis has been made. Many of these routines can be completed by competently trained specialists who know everything up-to-date about the procedure but little about general nursing.
Much of the specialist work can be done by lower qualified persons. Like sub-trades, they can be done by people with skills and training in a narrow field. The advantage is skills without the cost of generalist education; a better ROI for education and training in a shorter time.
Instead of learning for many years, a wide range of generalist skills which are essential to diagnosis and strategic planning, a person can choose to train in two of three narrow specialist skill sets. They can perform routine procedures. They can become highly efficient, skilled and up-to-date in just one or perhaps two areas of expertise. The skill areas need not be related, however, there is advantage in skills being related.
We can build Learning Success without pressure. When we choose short courses rather than academic qualifications that take years to acquire, we can make place in society for our full range of people to become skilled in a host of social functions in most areas including medicine, marketing, computing.
Even those of us who are challenged by stress, ability; those who feel the pressures of time, finance and relationships, can become sharp at something of value.
It will be less likely that people will come to hate lifelong education because of the pressure it places on them when, as students, they are not pushed to learn by pumping out assignments in unreasonably short times. Why the hurry, anyway. We have all our lives to learn and become more skilled.
Learners can learn better with less pressure on the learner in both time and finance. Lifelong learning can become something that is achievable to many people, not just a few who can make it through the system unscathed. Family relationships will be less taxed. Families will not need to get into debt to advance in skills for each family member, or, if they do borrow for education, it will be less.
We can re-engineer our society to train specialists in procedures which do not need the general view and understanding essential to roles of strategy and diagnosis.