A resource website for schools interested in introducing an Integrated Linguistics (IGL) learning programme.
The most advanced and innovative learning tool in education for the 21st Century and beyond.
A little information about IGL
The Integrated Linguistics language or learning tool at its introductory level has only ten characters. These ten characters will be able to express any idea in any language and will have a nearly infinite capacity for nuance. This means any language will be expressed as it was intended.
IGL is built on a mathematical foundation. Its ten characters are rooted in mathematics. Therefore, every subject learned through IGL will not only rely on phonetics as the basic learning system, but will be under pinned by mathematics.
The IGL learning system integrates mathematics, spoken and written language, music and art. What this means is that as children in kindergarten learn to count, speak and are introduced to ideas, they are also simultaneously being taught music and art.
The IGL approach also harnesses sensory learning and integrates it into learning processes. Taste, touch, temperature, fragrance, dance and spatial awareness are integrated into the building blocks for how students are taught to learn. Sensory learning makes kindergarten and early learning a dynamic and thrilling experience whilst using these experiences to build cognitive and mental processing ability that becomes naturally applied by students. The fact that IGL uses sensory stimulus as part of the learning process makes it an exceptionally powerful learning programme for kindergartens and pre-schoolers who are expected to gain exceptional abilities in the subjects they take as they move on through primary, secondary and tertiary levels of education.
Animated reading is a fun tool that can also be introduced as early as kindergarten. The characters used in IGL are designed to eventually push the boundaries of how students read with the expectation of students effortlessly reaching reading and comprehension speeds of between 20 and 50 words or ideas per second.
Integrated linguistics is a mediating tool with advanced learning that can be expressed in any language on earth. It is ideal for a country like Zambia that has 72 languages. All 72 languages will be able to use one single, unifying character set. A person who speaks any Zambian language would be able to write down his or her ideas down and have people from all 72 languages and dialects read what has been written in their own tongue. A newspaper written in IGL and distributed would not require translation for those educated using this approach to learning.
IGL Primary, Secondary & Tertiary Education
By the time an IGL student is entering university he or she is expected to already have the research and comprehensive skill-set gained at secondary school level that in the past they would learn at university. When they move to university the skill-set above this is incubation or the conversion of knowledge, talent and skills into consumer ready products. IGL accredited tertiary institutions are expected to be oriented toward job creation and pushing the boundaries of industry, which is the actual practical implementation of knowledge, now combined with lecturing. The focus of IGL is to build learning ability rather than just content. This learning ability is developed using a mapping system that builds layers that allow students to not only view information and knowledge from different contexts, but also from different natural sensory views. In addition to this it offers faster reading speeds and methods for enhancing memory. By following this approach students are expected to shorten the time it takes to learn and assimilate information. By reinforcing learning ability learners are expected to have tertiary levels of analysis and skill by the time they are in secondary education. A student should be able to quickly bring themselves upto speed in any academic or professional area of their choosing by having acquired new skills from an IGL approach to learning. This in turn creates room for tertiary education to become more entrenched in the growth of industry.
 |
| An IGL programme will be designed to be administered by teams of specialists. Though teachers may be specialised in several areas, its too much work for one teacher to carry out alone. Through specialisation each layer delivered to a child will create high quality learning, positioning each child to receive the best possible and most formidable education available today. |
IGL will restructure education
Planning an IGL education programme will be designed to begin at the prenatal stage and shortly after a child is born they are placed on an IGL path. Since there is no need to wait for phonetics to be learned (which come later) children will be introduced to reading at an early age.
The IGL approach will restructure education in the sense that by the time a child is at the end of grade 7-9, they will be steered toward having the level of understanding and ability of an O'level student.
By the time an IGL student is in year 13 they will be expected to have developed the research, level of thought and academic skills of Master's degree students that have completed university [Graduate level skills year 11-12 and Master's degree levels skills years 12-13]. In addition to this they will have several practical trade level skills that they bring to the table. In year 13 IGL students will have identified which professional field they would like to dedicate their lives to as well as an innovation they would like to commit to.
The focus of Tertiary education in an IGL system for its students will no longer be purely academic work based on tertiary foundation level academic content as they will have gained university level ability and skills in secondary school by the time they complete year 13.
IGL Tertiary Education
The focus of college and university education for students that have followed an IGL programme will be start-ups and incubation. Universities and colleges accredited with IGL programmes will in fact be, in this context incubators. When IGL students join university they will be expected to have taken any area they are interested in, be it the sciences or humanities and developed a viable concept. It should be noted that amongst IGL's 10 trades there is an emphasis on innovation, creativity and invention. Therefore, at the end of high school students are expected to have identified problems they want solved and concepts they would like to bring to incubation when they move on to higher education. The purpose of tertiary education is designed around educating the student at tertiary level for the required degree, deepening understanding of the concept they are pursuing with the assistance of university lecturers and professors, taking the concept, upscaling it to a viable investment, piloting it and graduation will consist of the actual implementation of the concept into a business or not-for profit entity that has financial backing that is tied to the degree or academic credentials the student has earned. Students will be expected to form their own philanthropic and/or investment worthy concepts but will also be expected to belong to one or two other teams working on a common concept. The objective is to alter the course of tertiary education from creating students who are job seekers when they graduate, to students who create employment and expand the work-space as well as fill it.
IGL students enrolling into colleges and universities will be required to submit the concept for the ventures they intend to pursue as part of the enrollment procedure. Universities will be aligned with Angel Investors, Venture Capital, Banks and other financial institutions who are introduced to students and their concepts as early as first year such that by the time projects complete incubation they have the backing to move on to become viable enterprises. Universities will also be allowed to have ad-hoc shares in these diverse ventures the success of which generate revenues for universities and tertiary education in general. This means that universities don't only teach but are integrated into the corporate venture work-space and participate in diverse industries in an economy where as a rule they are ad-hoc shareholders in line with the purpose of the integration of IGL's 10 trades into primary and secondary education.
Corporate space
Consequently, a student enrolled in an IGL accredited college or university has already entered the work-space environment, rather than just another school. Students at this stage are not simply viewed as undergraduates, but also more importantly as having gained professional apprenticeships (work-study) where they work as employees recruited by tertiary institutions to work on diverse real world projects that will become incubated concepts that have become viable ventures, firms or companies as a pre-requisite of graduation. When students gather en mass in a lecture hall, they are not just individual students but members of two or more corporate structures they are employed in and the lectures they attend are critical to the performance of the various projects they are engaged with. The corporate structures or companies students form will have a CEO, Deputy, legal and various divisions including marketing, accounts, human resource and students will be assigned or employed as an apprentice in the division related to their tertiary area of specialization at enrollment. The companies students form will be governed by boards that consist of university staff and external board members from industry. The work-study structure of the IGL accreditation for tertiary institutions will mean that when students graduate from colleges and universities they are in fact "corporate ready" in the sense that they do not simply graduate with a degree, but with a profit or non-profit venture and added to their credentials as well as 4 to 5 years of actual work experience depending on the duration of their course of study with a tertiary institution.
Expanding the scope for funding tertiary education
By having early ad-hoc shares in the ventures they incubate universities should have a minimum shareholding of up to 5% or more in the ventures they incubate. Should these ventures grow to become Apple, Microsoft, or East Park Mall for instance there should be some level of profit sharing and integration of tertiary institutions with firms. This ad-hoc share structure can also be done retroactively thereby giving established firms access to the high levels of professional expertise and best practice offered by tertiary institutions in exchange for shares thereby closely integrating tertiary level education with the practical work-space environment. Students will participate in this synergy between productivity and tertiary education. The nature of this IGL approach to Tertiary education will be to guarantee or ensure that tertiary education is very well funded, integrated with industry and that by the time any student is graduating from college or university they have a job and are already positioned to contribute to economic development. If there are no jobs in the economy this will be known in advance by universities that steer students toward viable growth such that, in this scenario, by the time they graduate from university, graduation in and of itself entails they have a job they themselves or the teams they belong to have created. This approach is also important as a counter strategy for the debut of artificial intelligence and automation in industry as students going through incubation at the tertiary level will constantly strategise around this and other labour related problems to create industries, jobs and companies where human beings can thrive alongside increased automation and AI. Tertiary education that follows an incubation strategy proposed by an IGL programme gains the agility with which to create its own relevance in future industries thereby guaranteeing work will always be available, in a relevant form, to graduates regardless of any changes in technology that take over conventional jobs.
Any strengths, weaknesses opportunities and threats to future labour identified in the economy at large arising due to technology or other emerging changes will be strategised for and countered at the tertiary incubation stage to ensure human labour continues to remain useful and relevant.
Increased diversity in the genre of industry
Students will graduate from university not only with a degree, but also with valuable work experience and having developed networks with industry outside the tertiary institution. Some students may be already working, having been recruited by other previous ventures already operating from previous years with funds they earn being viewed as part of scholarship entitlements. Since universities and colleges often have a very diverse collection of academic areas from drama to bio-chemistry and poetry to astrophysics, from film and photography to aerospace engineering they represent the very best education has to offer for generating talent and pushing productivity ahead through a diverse range of industries and students will rarely have to compromise what they are passionate about as they can begin to see how to make a living from the vocation that they are the most passionate about and that best inspires and appeals to them while they are still at university. For instance in countries where there are few if any theatre companies to create plays and productions this should change as there will be drama students in tertiary education that are able to emerge from tertiary education with a corporate entity and structure in place, including well thought out product to bring to a ready market as well as the skills to successfully implement investments in this area. Similarly, industries that add richness to the human experience that are currently neglected will see a revival bringing greater diversity to the choices consumers have at their disposal when they enter the market. Without this approach an economy will tend to be bland, under-productive, risk averse, stagnant, low on creativity, little value for money, with high levels of genercism where there are too many of the same type of businesses competing in the same space and for the same clients.
An IGL accredited tertiary institution's prestige should be squarely rooted in the successful firms they initiated in the startup phase that began as incubators under their care and tutelage that the institution continues to remain vested in by being a shareholder with access to dividends. These revenues over years should exceed all other sources of revenue for a college or university including enrollment fees and grants leading to more affordable tertiary education that values knowledge, ideas, practical research and innovation since these are key to the financial success of a university. Generating funds in this way will help tertiary institutions do more for the national economy at large, their own growth as well as that of their students. The best managed universities will have diverse investments drawing in revenues and be financially self sufficient that they are less interested in the capacity of students to pay fees and more interested in the international talent available to enroll as students at their institution that will make a difference, that will have a meaningful impact on the university, economy and the country.
Business unusual
An IGL accredited tertiary education will consist of the university, the various schools, departments and under these departments there will be diverse companies under incubation. Students at enrollment will be expected to enter a new or existing company or firm functioning in house going through incubation that has a corporate structure. Students will enter the IGL prorgamme at undergraduate level as part of a corporate structure that does real work under the supervision of qualified personnel. Assignments will be designed to consist of a mix of conventional academic work but with a greater emphasis on real work assignments either issued by the university or clients, or tenders that generate income for a college or university. Students will be unable to see if an assignment is academic or commercial as the process for giving out assignments will follow the procedures industries looking for, engaging clients and executing projects follow. Students in this environment are considered to have formally entered employment and at the end of their apprenticeships will graduate with relevant work experience and at graduation not only do they gain a personal qualification, they also receive recognition for the performance that year of the company they worked and studied with. Their personal success and that of the company or firm they belonged to are something they should strive for during their tertiary education to achieve the best commendation at graduation.
In an ideal world a minimum standard of corporate registration would be that every registered firm or business has a tertiary academic institution as an ad-hoc shareholder consequently exchanging professional expertise offered by colleges and universities for shares and revenue with access to work experience for university undergraduates gained from performance. This integration entails that when firms succeed tertiary institutions naturally benefit from this success, financially and otherwise creating the synergy an economy needs to move viable ideas from concept to fully operational ventures that maintain full employment in an economy and that constantly finds ways to improve the performance of industry..
Tertiary level education in this approach is not seen as academic, but as academia combined or integrated with work space operations that through incubation create a transition to full employment. Employment is guaranteed due to the fact that if it does not exist in the economy students themselves will create jobs by the time they graduate, this being the graduation procedure itself.
Watch this space!
No comments:
Post a Comment