Teacher shortage a curse or a blessing?

The workload in education is increasing, and that's a symptom. It stems from postponing structural solutions for years. Here I do not tell for many anything new. The strikes say enough and the newspapers are full of them. In the '80s, we saw the same symptom with the same directions of solution as now. The symptom will continue to come back and become worse as government and workplace continue to postpone structrule solutions and pick up nothing SAMEN.

The educational system wants to survive, wants continuity in its existence. That only works if the system creates value for its environment. The question is whether the content and organisation of the current education system still creates sufficient value for the environment. Especially in large cities, the context of schools has changed dramatically over the years. Students no longer have the same reference frameworks and backgrounds for years and yet they continue to assume that in many places in education. Guiding and design of policies is still taking place through top-down change strategies. This creates a docile dependent culture in the workplace and is therefore detriving autonomy.
Does the educational system in large cities with symptoms show that it can no longer create sufficient value and become addicted to fighting symptoms?

Mental models maintain symptom control:
- Until now, it always worked.
We need to respond to the problem now.
- We (policymakers) invent it, they (schools) carry it out.
- It takes too long to implement structural solutions

It's time for you, me, us to tackle structural solutions. This requires people who can think systemically and systemically look at situations. They can create collective learning processes. Determine how the situation really is and how everything is interconnected. Searching for the problem behind the problem, always asking the same question; What does that what I do, we do, the pupil, which is of value?

It #lerarentekort For me as a system thinker is a curse and a blessing. A curse for children who have the right to education and a blessing for the education system. Government, administrations and schools can only deal with what is essential, people are forced by the symteem to change, to look for structural solutions. We have to go back to the core of education and ask ourselves: are we still creating sufficient value for the environment, today's pupils and pupils in 20 years and beyond?

If you do what you always did, you get what you always got. It is time for structural solutions.