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Peter Mortimore. What do we expect of education? Do schools need to improve? Australian reforms English reforms Other system models including Finland.

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Presentation on theme: "Peter Mortimore. What do we expect of education? Do schools need to improve? Australian reforms English reforms Other system models including Finland."— Presentation transcript:

1 Peter Mortimore

2 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.

3 Skills for employment Knowledge Respect A trained mind Empathy and imagination Appreciation Character.

4 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.

5 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.

6 Strengths Designed to improve childrens achievement Intended to lessen achievement gap Weaknesses Overly focused on accountability & dominated by testing Possibly imbued by anti-teacher attitudes Insufficiently radical.

7 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.

8 Qualifications Competitive entrance Testing as part of learning Testing as part of accountability National monitoring High stakes testing.

9 [Base line age 5] Key stage 7, 11,(14) 16 Intermediate A/S 17 A 18 On average each student will take over 100 formal tests or examinations (Bethan Marshall)

10 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.

11 Denmark Interdisciplinarity Flemish Belgium Freedom to experiment Norway Comprehensive education Scotland & Wales Increasingly different to English model.

12 Comprehensive system No streaming or setting No inspections or national testing 5 year university based teacher education Trust and esteem.

13 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.

14 PISA

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16 PISA 2006 Readers below or at Level 1

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20 Order Country AVERAGE RANK (LOWEST = BEST) 1Netherlands4.2 2Sweden5 3Denmark7.2 4Finland7.5 7Norway8.7 11Germany Poland France13 20USA18 21UK18.2

21 Quality Equity Within a lifelong learning perspective Max autonomy within clear limits Contestability of curriculum/methods Constant search for improvement.

22 Optimistic, ambitious & fair Teaching seen as a worthwhile profession High quality teacher education Balanced collaboration & competition Constant opportunities for experiment & innovations.

23 Universal preschool education Reading recovery Support for immigrants groups and minorities Second chance opportunities Adopting a general culture of evaluation.

24 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.

25 Post script 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 societys culture.


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