Education has the power to enrich lives. By education, I mean all of life’s experiences that contribute to learning. Sometimes these experiences occur in school. Mostly they don’t.

Schooling is but a small part of ones’ education, and its ability to enrich varies depending on:

• an individual’s circumstances and attitudes to school and learning.
• the school culture and attitudes to children and learning.
• and the teacher’s attitude to children and learning.

Over the years I have been aware of enrichment programs offered in some schools. The programs were available to children considered ‘brighter’, having greater potential and, possibly, even ‘gifted’. The children were those who pleased their teachers with compliant behaviour and diligent work, and whose well-to-do families contributed to school facilities. Often, the program was a reward for children who needed neither incentive nor enrichment (their lives already had both) and an easy way for schools to say they were catering for diversity and individual differences.

The model of enrichment with which I was most familiar was a selective program offered one afternoon a week. Children were withdrawn from their regular classrooms to participate. Activities included things such as problem-solving, advanced science and maths, chess, reading and writing clubs.

In my opinion, these are activities which would benefit all children, especially those from impoverished homes who received little encouragement for learning, either in school or out, or opportunity for enrichment. My belief is that ‘enriched’ individuals enrich their communities and society as a whole. My suggestion of an early learning caravan, if implemented, would help remedy the situation for some.

Surely education should be about enriching all lives, not just a few. It should be about asking, ‘What can I do to enrich your life, to provide opportunities for you to learn, and enhance your potential for a successful life?’ It shouldn’t just be ‘What can I cram into you for the test at the end of the week/month/term/year?’ I summed up some of these differences in my poem Education is.

© Norah Colvin

Of course, not all schooling is a nightmare. Much of it is enriching. You only have to read the blogs of wonderful teachers like Jennie Fitzkee, Jacqui Murray, Marie Forst, Adam Hill and others, to realise that children’s lives are enriched by inspired teachers, every day.

My life’s work has been an attempt to enrich the lives of others through education; from my years in the classroom to my current work on readilearn where I support teachers with resources to enhance their teaching and lighten their workload.

In so doing, my own life has been enriched in many ways. You see, I consider enrichment to be something that fills one up on the inside:

• with feelings of self-worth, self-respect and self-confidence,
• with a sense of purpose and empowerment,
• with trust, understanding and empathy,
• with compassion and love for others,
• and an interest in all that is.

Enrichment has little to do with external riches (though most of us wouldn’t say ‘no’ to sufficient to make our lives comfortable).

I have always seen my roles as both parent and teacher, so closely entwined, to be not only a giving back but a paying forward to the future of the universe. My children, biological and in the classroom, have enriched my life enormously, and for that I am very grateful.

But why am I writing about enrichment this week? You might have guessed —in response to the prompt set by Charli Mills at the Carrot Ranch: In 99 words (no more, no less) write a story that includes the idea of enrichment. Use many of its different manifestations or explore reasons why it matters to the character. Go where the prompt leads.

I hope you like my story:

What Kind of Enrichment?

The meeting dragged. After analysing data, discussing duty rosters and responsibilities, lockdown and evacuation procedures, enthusiasm flagged. Jocelyn itched.  Last on the agenda; her topic was enrichment.

As she took the floor, groans and tapping pencils defied her resolve. A phone ban meant some eyes were on her, at least. Her suggestions of enrichment were met with derision.

“They don’t learn what we teach ‘em. ‘ow are we gonna’ enrich ‘em?’ Everyone laughed.

Jocelyn’s mouth opened to respond but gaped as Taya burst in bearing an enormous cake with candles ablaze.

“Now that’s my kind of enrichment.” Everyone cheered.

Thank you for reading. I appreciate your feedback. Please share your thoughts.