Education & Design

Education is the method by which society passes on a collected database of knowledge, skills, values and social interactions from generation to generation. Commonly, this method takes the form of educational institutions where qualified teachers educate students. Teachers have a direct link with students and pass on the knowledge they have gained along with a predetermined syllabus produced by the government and education authorities. The education system in Scotland is continually developing as it aims to offer more opportunities to obtain an education at different levels. The Scottish Governments pledge towards education is The Government wants to ensure that everybody has access to learning opportunities that can help them achieve their full potential - giving children and young people the best possible start in life as they move from school to university and college or into the workforce, providing employability and adaptability throughout life.


Education has existed since the beginning of humanity. Humans passed on methods of survival, giving each other the means to hunt, make shelter and fire. Each generation learnt and passed on the knowledge of plant and animal life, they could recognise and warn others of potential dangers. This Education was taught by the methods of observation and imitation and also orally in pre-literate tribes and societies. As time progressed humans began to specialise in certain areas of education. Hunting, construction and stonework, agriculture, food preparation, weapon making and military skills would have been taught by an experienced person who could capably pass on skill sets and customs.


The development of various writing systems began in 3500BC approx used by the ancient civilizations. Following on from these primitive systems the use of hieroglyphics and symbol based text were a tool which aided communication and education. Examples of hieroglyphics can still be seen on some stonework’s and papyruses. The natural development of writing throughout the world meant that everyone had a different technique; Chinese script was different to Greek script as the Russian text was different to the Arabic text.


In the late 19th Century most of the west believed that education played an important role, politically and also for public order. Primary education was made compulsory and government funded for all in many countries and,as primary school leavers left school, it was noted that the majority of students continuing into Secondary education were only from affluent families. By the beginning of World War 1, free Secondry education was available for all throughout the United Kingdom. Apprenticeships allowed school leavers to continue their education using a more practical ,hands on approach, along with Universities and colleges this meant that the number of students continuing into further education was increasing. In 2007 the Scottish Government brought into effect the abolition of the Graduate Endowment Fee, this meant that Scottish students who decided to study in Scotland could do so at no cost to themselves.


The space and environments in which education is provided varies depending on the specific requirements needed from a particular institution. We are aware that there are now different learning goals and expectations and consequently a need for different learning environments (Bransford et al., 1999) Design and Designers are beneficial for the education sector as there are several different approaches in which design can assist in improving education for everybody working or studying within the education sector.


Education and Design are often used in conjunction with each other and may fall under different categories or headings; Design For Education, Design with Education, Design by Education and Education by Design, amongst others. Often the various forms of design and education may be characterised under different headings, however, below is a brief description for each of the aforementioned topics;


          Design for Education: Design which is aimed at developing and improving varying aspects of education e.g. marketing for schools, comfort for pupils to aid concentration rates or products which can aid learning capabilities.


          Design with Education: Designers working alongside members of the education authorities, parents and pupils to create an improved learning environment. Groups working together to develop innovative and interactive ways of learning and teaching.


          Design by Education: Designs which reflect and understand particular aspects of education, this occurs when designing particular learning environments where consideration has to be given to pupils who may require more assistance or a different approach to learning is adopted i.e. Autism.


          Education by Design: Design which aids the learning process such as interactive programmes and learning platforms. These designs are often considered as services and enable education to be transportable, interactive and efficient.


Understanding and managing the formal spaces in which people learn is an important element to educational design. It has been well documented that it is not only the teaching itself that develops student knowledge, but that the space in which students learn can either stimulate or dampen the progress made by individuals. It is noted that the educational space matters as it has implications for how the educational process is undertaken, through group orientation and through goal, reward, role and resource interdependence (Petress, 2004: 587–8; Colbeck et al., 2000: 81).


Often there are particular requirements needed to aid the progress a student or group of students that live with disabilities, e.g. individuals with certain types of Autistic Spectrum Disorders (ASD), these students may benefit from learning in a surrounding which stimulates their concentration and focus. The Scottish Society for Autism (SSA) has released an informative presentation which covers some of the areas in which design in particular may help individuals with ASD. The SSA notes that Her Majesty’s Inspectorate of Education (HMIe) audit and review teams expect to see:


• Space that ensures freedom and clarity of movement
• Adjustable lighting and heating
• Good acoustics
• Adequate furniture and storage that is fit for purpose
• Furnishings and colour that both stimulate learning and promote a calm atmosphere
(The Scottish Society for Autism, 2008)

Design takes into account the different learning styles of children and students with ASD, including: Sensory and Perceptual distortion, Social Interaction difficulties and Central coherence and function difficulties. The SSA highlights that Individuals with ASD should be given the opportunity to evolve a lifestyle which is positive and leads to independence.


Bibliography


Bransford, J.D. , Brown, A.L. & Cocking, R.R., 1999 The Design of Learning Environments, National Academy of Sciences.

Concentrate, http://www.concentrate.org.uk/ (last accessed October 2010)

Design for Schools, http://www.designforschools.co.uk/?gclid=CI_E97SWzqQCFYiB3godc0Ro9g (last accessed October 2010)

Montgomery, T, 2008, Space matters: Experiences of managing static formal learning spaces, SAGE


Sorrel, F. Sorrell, J., 2005. Joined Up Design for Schools, Hugh Merrell


The Scottish Government, http://www.scoltand.gov.uk/Topics/Education (last accessed October 2010)