Introduction

3 How it works 3.1 Focus on the individual Present day education, in a lack of financial support, seem to focus on groups of students rather than individuals. Especially in the early years, students are grouped by age which is a crucial mistake as I will explain below. Few countries apply systems and even if so, only to a very limited extent, where students are grouped by capability instead, which would be a much more natural choice. Resources are being wasted on teaching a fixed content to a group of students of diverse capability which can never bring about homogenous results but will leave undesirable gaps between persons of different capability. It is, however, just as meaningless to group individuals by their capability or learning speed. Any form of grouping at all inevitably leads to less flexibility. Someone might be faster in acquiring knowledge in the field of science than in the field of the arts and vice versa. Even within one field of study, variations in speed and capability arise due to personal interest and teaching methods. In short, unless the resolution is 100 %, education is not practised to the fullest. The below proposed system of education will focus on individuals, bringing out the best in each and everyone. 3.1.1 Age There is no doubt that children of the same age can have achieved most different levels of matureness and intelligence. Even young adults up to 25 years range widely in matureness, depending on the possibilities they had in their child hood. There is little point in grouping children according to their raw age and giving them a task that is designed to be done by the amount of students that hold an average degree of matureness. There will always be those who are more mature and intelligent than the rest and those will not feel comfortable in their place and there will be those who are at the upper edge and out of convenience will stick to the average and thus be hindered from proceeding at their potential speed; on the other side there will be those who are behind the rest and will often tend to attract attention by immature means, feeling jealous of their fellow 'age mates' and there will be those who are at the lower edge of the average capability and they will try but have a hard time with much pressure to catch up with average. If this problem is not taken seriously from early childhood, a downward spiral is entered, leaving a gap greater than necessary between persons of the same age. From the day before one enters primary school, one is pushed forward by age rather than matureness and experience. With insufficient experience, one will naturally find it harder to succeed on that higher level, ending up being pushed forward with an even lower average of 'base points' to start off the next level. Sooner or later one will give up the fight and take it for granted that ones intelligence is lower than average which is not true; it is just the speed and what turned out to be a big gap in the end, could remain a small gap if latecomers were given a fair chance to learn things in depth, just as those who learn faster. Today, though, latecomers are always pushed forward with a 'so-so' sufficient ground to build higher knowledge on, and naturally, this ground is not stable and gives them a hard time to continue. The system I am about to elaborate will basically ignore a persons age. There will only be guidelines as to at what age a few certain compulsory modules (see chapter ii, section 4.1) should be finished successfully. This is to ensure that the freedom given in the system will not be abused by individuals who simply are lazy to learn basic things. 3.1.2 Capability/speed It is sad to see that current education is imposing a division into age categories, followed by a branding of 'capability category'. That is, grades are given according to the performance of a student at a given age with the given time to solve the task. Often those grades are seen as a universal means to judge a person's general capability. It leaves those who are slow behind, not giving them the chance to learn more, just because they cannot learn fast. This imposed lack of knowledge will, of course, leave them less capable as well. The ideal solution is to fix the content everyone should know in order to obtain a certain grade and to give every student the individual time he or she needs to take in that content. To achieve this, the system needs to be highly flexible though. 3.2 Give contents to grades and certificates 3.3 High quality staff 3.4 Go global! 3.5 What about financial resources?