Correspondence Education in England and in the Netherlands

Abstract

A great boost has been given to post-war further education by the sponsoring and development of correspondence courses. In themselves, they have proved a benefit of an unparalleled magnitude to many seeking basic qualifications, higher education or knowledge for its own sake. Correspondence education is not new in either England or Holland, but it has grown considerably since 1945, making its position felt in many types of occupations. It has a pronounced sociocultural disposition because of the part it promises to play in the future of English and Dutch education. Correspondence courses are designed almost exclusively for the adult population, and in Holland it is the most widely used method of adult education. This admission was made by Mr. van Haasteren and acknowledged by the Parliamentary Secretary, Member Kleywegt, as long ago as 1964 [1]. Another important point is that correspondence education has the same meaning and function as other forms of education, but there are slight shades in the meanings that expose differences. There are two added functions that must be recognized. Firstly, correspondence education offers a second chance in life, as many people regret not having finished their total education for one reason or the other. When motivated, people will seek methods of satisfying the craving, but college and university buildings may not be geographically convenient to intending part-time students. For them correspondence courses are more valuable in their efforts to attain a higher academic standard. For example, an English GCE pass like a Dutch Certificate of Advanced Elementary, or Secondary School, Education is of little use by itself to people who have been in an occupation for many years. But along with extra study, it becomes meaningful, possibly leading to a distinct occupational advancement. Secondly, another value of the correspondence course is the high flexibility of its nature, for it can be so easily adjusted to fit the requirements of individual needs, accommodating all possible fluctuations in the conditions of students. These courses have a special attraction for some people because of their anonymity. For them withdrawal is possible without the fear of losing face, and an inferiority complex can be no excuse for not attempting a programme of extended study; although such mental dispositions are not corrected, they are rendered much less of a handicap. Adult students long since separated in time from their day schools can find the return to college too rigorous for excessive concentration. Also, without final financial aid, private instruction is far too costly for most students and is restricted to hours that are normally totally inconvenient. Another advantage of the correspondence course as in all forms of programmed instruction is the students' opportunity to proceed at their own pace. For example, an enquiry into the results of a book-keeping course at the Leidsche Onderwijs Instellingen (LOI) in Leiden sponsored by the Sociological Faculty of the Vri/e Universiteit of Amsterdam showed that in