1. OECD/Flemish Belgium Brussels 15-16 May 2006 Demand, Autonomy and Accountability in Schooling Reactions and Reflections Peter Mortimore

2. Plan Introduction The context Long-standing aims of education More recent aims Key questions How significant is phenomenon of ‘demand’ Is ‘demand’ changing aims How best to respond Conclusions.

3. The context Globalisation Availability of PISA, TIMSS etc Trends in Governments’ attitudes Rise of media Changing public attitudes Human Rights Privatisation Disadvantage Elevation of choice from ‘means’ to ‘end’.

4. Globalisation Communications & movement of ideas Movement of capital/manufacturing Movement of labour & students Greater volatility Politically Economically Socially.

5. International Tests Popular amongst countries Ambitious & wide-ranging Attention to sampling Cross-sectional rather than longitudinal Single-level not multi-level Causation is only by inference Need careful interpretation but useful.

6. Early selection and institutional stratification High degree of integration Early selection and stratification. Low Performance High Performance Strong impact of social background on performance Moderate impact of social background on performance

7. Trends in Government Attitudes towards education Increasingly less control over fiscal matters Increasingly greater interest in education Can lead to specification of Curriculum Teaching methods Assessment etc.

8. Rise of media influence Power of television and film Good schooling is seldom ‘televisual’ Pundits do not often admit conflicts of interest Sustained press campaigns can alter perceptions of historical facts Public schooling has not often seen the need for PR.

9. Changing public attitudes Are people more demanding? Are people more selfish on behalf of their children? Are people less concerned about the social impact of their actions? Are people less concerned about supporting public education?.

10. Human Rights Does human rights legislation apply to school choice? The right to choose or The right not to be discriminated against by other peoples’ choices.

11. Privatisation – difficult questions Why do some governments appear to have lost faith in the state’s ability to manage public services? Is such an attitude based on evidence or ideology? Is there any evidence to support or refute the argument in relation to the outcomes of privatisation? Is education different to other services?.

12. Long-standing aims of education Autonomy for future citizens Inculcation of moral values Development of intellectual, social, emotional, artistic & physical skills Dissemination of knowledge.

13. More recent aims Raising standards Increasing equity Training in how to learn.

14. How significant is phenomenon of ‘demand’ (1) “Multi-layered complexity” Many different types of demand Legitimate – more provision; greater sensitivity; better teaching, fairer assessment etc Questionable – absolute choice of school or teacher Illegitimate – disproportionate resources; privileged access; biased assessment etc Affects different countries in different ways Cultural attitudes encourage or discourage Level of existing provision makes a difference Affluence of country has impact..

15. How significant is phenomenon of ‘demand’ (2) Yes, it is here to stay Middle-class are tenacious & ruthless Once given rights cannot easily be retrieved Demand relates to technology-led instruction No, it is ephemeral The social is important Cost factors Equity considerations.

16. Is ‘demand’ changing aims Long-term aims No, such aims transcend organisational details Yes, ‘demand’ will want instrumental aims more than others Recent aims No, everyone wants higher standards & wants “to learn how to learn better” Yes, it is in interests of ‘those-who-have’ to resist equity (i.e. those supporting selective schools).

17. How other countries are responding (1) England Diversification & choice as main policies Competition fostered through league tables Strict inspection regime Finland Comprehensive schools with some choice Attention to special needs Respect for teachers Sweden Decentralisation with some choice Tests.

18. How other countries are responding (2) Norway Increase in years of schooling Open information on tests Comprehensive upper secondary Denmark New assessments – as part of learning & teaching -no league tables for folkeskole Incorporation & radical curriculum & assessment reform of upper secondary schools Changes in teacher training Latvia Decentralisation & new lower secondary phase Central exams Concept of Special needs.

19. How can policy makers respond? Accepting all demands as legitimate and trying to meet them Rejecting notion of demand – discontented can buy alternatives Trying to ‘hold line’ – balance between individual rights and societal needs.

20. Conclusions (1) Personal view Equity must be sought for long-term stability of any country Education is not a purely personal service but also a public good Some limits on personal choice need to be invoked for the benefit of the majority Any restrictions have to be logical, fair and reasonable.

21. Conclusions (2) It is in general interest to have: Respected profession of well-trained teachers & other staff Parents as part of governance High quality buildings & equipment National curriculum (less than 50%) Assessment as part of teaching & learning The maximum number of ‘effective’ local schools with ‘balanced’ intakes Choice within defined limits.