editoridy speaking Collaboration and Reform The success of the education reform movement depends upon the collaboration of the two institutions that educate young people--schools and universities. The imperative for this unlikely collaboration comes from the f a d that one of two high school graduates goes directly into higher education. Thus, pragmatism dictates that universities should become very interested in the ability of schools to be successful in their attem~tsto "teach the vound' because half of the students who ieave high schooirepr&nt the next eeneration of students who will oecu~vlaces in institutions of higher education. Strictly frogthe view of self-iuterest, students better equipped to handle university-level work will require less universitv resources diverted toward rernedia.hon-resourns tha; could be better spent on advanccd studies. Clearly the availability of rcwurccs for higher education is no longer what it used to be, and pressures are afoot to admit students who, on paper, would not have been serious candidates for positions in postsecondary institutions. The "old way"-admit students, let them sink or swim in the pool of true believers (using Shelia Tobias' metaphorthas become generally unacceptable and relatively large resources are expended in many institutions in various forms of remediation. Thus, unless higher education seriously engages in the educational reform movement, they will continue to reap the results of that neglect, e.g.,, precious resources originally dedicated to the higher education activities being diverted to remediation. In an earlier day when the promise of an education was s t it is now. the numbers of students who less ~ o ~ u l ithan "weit tb college" was less a d the higher education system could be less attentive to the needs of the students admitted with relatively little repercussion from those paying the bill: that is no loneer the case for a varietv of reasons as discussed on these pages earlier. A number of succes.kG models of successll schooVuniversitv collaboration (as recommended bv the Carneeie ~ o r ~ d r a t i ohave n ) be& described. The Lost succes~ul models of collaboration incorporate a number of common characteristics.
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Educators at both levels of collaboration agree that they have common problems. Traditional pecking orders have been overcome. Goals are clearly established and projects designed as d u tians to perceived problems are sharply focused. School and university faculty who participate in collaborative activities receive recognition and rewards that are commensurate with the standard reward svstem. S u c e e s ~ f u leollnborarions furua un actmn not the ertnhhshmrnt of new marhinrry.
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The Holms Group, a consortium of 94 major research universities dedicated to school reform and restructuring has developed a blueprint for action: Create teaching and learning ambiances tbat allow/encaurage students and teachers to participate in praeesses that allow them to continue learning for a lifetime. Clearly the participants in the educational process must develop the ability to learn how tolearn. Learning far understandingrequires the creation of a learning community. Teaching and learning far understanding must be inclusive for all children. In the learnine communitv teachers and administrators are expected to continue learning rua. Teachmg and learning for understanding requires that all concerned became involved in inquiry praeesses that promote reflection and research.
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Both partners in such collaborations have much to gain in the Drocess envisioned here. Also. thev have much to give tothe establishment of a seamlkss &mess for K-16 education. The school Dartner understands ~ e d a e o wand learner development. The higher education contributes a continually refreshed cutting edge knowledge of the discipline and are demonstrably capable of developing the skills to learn things that are (for the moment) unknown; clearly, to be able to do unknown things, which practicing scientists do constantly,demonstrates an ability to learn. Both can benefit from collaboration and both can contribute. But, the most important outcome are the gains that accrue to society. JJL
Volume 71 Number 6 June 1994
451
