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Peter Mortimore
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What do we expect of education? Do schools need to improve? Australian reforms English reforms Other system models including Finland & USA
Some comparative data A way forward Conclusions.
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Skills for employmentKnowledgeRespectA trained mindEmpathy and imaginationAppreciation Character
• .
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No Done a good job up to now - why mess with them?
Yes National economies need to improve Too many young people are handicapped by school failure
All institutions need to keep improving or they start to decline.
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‘Tough action against failing schools’ ‘Sacking principals & teachers’ ‘Individual school report cards’ “We should not tolerate underachievement”
‘Parents should vote with their feet – move their children out of unsatisfactory schools.’
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Strengths◦Designed to improve children’s achievement
◦Intended to lessen achievement gap
Weaknesses◦Overly focused on accountability & dominated by testing
◦Possibly imbued by anti-teacher attitudes
◦Insufficiently radical.
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Ongoing since 1988◦Removal of local authority powers◦Abolition of HMI & creation of OFSTED◦Changes to Teacher Training◦National Curriculum◦New types of schools –Technology, Faith,
Specialist and Academies◦Marketisation of schooling based on
League Tables◦High stakes assessments.
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QualificationsCompetitive entranceTesting as part of learningTesting as part of accountability
National monitoringHigh stakes testing.
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[Base line testing @ age 5] Key stage SATs @ 7, 11,(14)
GCSE @ 16 Intermediate A/S levels @ 17 A levels @ 18
On average each student will take over 100 formal tests or examinations (Bethan Marshall)
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Teaching to test Turning learners off Unreliability Collusion and even cheating Stressed children/parents Huge costs Lack of reliability Negative effects of league tables on all aspects of schooling.
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Denmark◦ Interdisciplinarity
Flemish Belgium◦ Freedom to experiment
Norway◦ Comprehensive 16-19 education
Scotland & Wales◦ Increasingly different to English model.
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Comprehensive systemNo streaming or settingNo inspections or national testing
5 year university based teacher education
Trust and esteem.
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Great aspirations◦Every child will get a good start…◦Raise standards to exceed global ones…
Methods◦Encourage debate◦Sensible use of resources◦“Confront data” – “Hold schools accountable”
◦District Report card – paradox.
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PISA 2000 - 2006
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0
5
10
15
20
25
Fin Kor Aus Neth Swed Den Pol UK Ger Fra Nor
4.85.7
13.415.1 15.3 16 16.2
1920.1
21.8 22.4
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Order Country AVERAGE RANK (LOWEST = BEST)
1 Netherlands 4.2
2 Sweden 5
3 Denmark 7.2
4 Finland 7.5
7 Norway 8.7
11 Germany 11.2
14 Poland 12.3
16 France 13
20 USA 18
21 UK 18.2
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Quality Equity Within a lifelong learning perspective
Max autonomy within clear limits Contestability of curriculum/methods
Constant search for improvement.
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Optimistic, ambitious & fairTeaching seen as a worthwhile profession
High quality teacher educationBalanced collaboration & competition
Constant opportunities for experiment & innovations.
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Universal preschool educationReading recoverySupport for immigrants groups and minorities
Second chance opportunitiesAdopting a general ‘culture of evaluation.’
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Build on strengths of existing system Work with teachers not against them Include the pupils in the planning Evoke a culture of evaluation in all schools Ensure that needs of disadvantaged are addressed Use tests to support learning not for accountability Establish monitoring procedures Reserve powers of intervention Encourage innovation & experiments Avoid league tables.
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The scope of effective schooling◦ “I had nothing but my school; but having my
school, I had everything” Ernest Barker 1953
And its limits ◦ “Education cannot compensate for society” Basil
Bernstein 1970
The challenge for schools & school systems◦ To do all that is possible (and a little bit more)
within the context of a society’s culture.