CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views
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Sirkku Nikamaa-Linder on 22 Nov 12Question: What are the goals set out on the political level? What does Gove want to achieve?
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lacks
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guardrails
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which makes transformational change
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ifficult
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In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
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nowhere in the UK do they really drive the terms under which schools are assessed.
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In England, the government has defined its approach as being based on curriculum rigour.
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This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
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best schools
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areas of high disadvantage
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define the outcome they need
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in the face of the complex and inconsistent demands the system places on them.
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Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
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One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
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Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
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It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
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shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
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Focus on raising the ambition and attainment for every child as far as their abilities permit
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guide young people effectively on their choice of enabling subjects…
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thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
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Have a school accountability and assessment framework that supports these goals rather than defining them.
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social literacy
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a range of core subjects
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ncluding critically maths, English, the sciences
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effective use and understanding of computer science.
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‘enabling subjects’
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humanities, languages, arts, technical and practically-based subjects
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equip a young person to move on
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o university, or to an apprenticeship or vocational qualification
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a set of behaviours and attitudes,
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An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
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‘employability skills’
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Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
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right context at school
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A supportive culture, pastoral care and the right ethos are all needed to make the difference.
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a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
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enable all of our young citizens to reach the desired standards.
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conflicting expectations placed on schools.
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renewed system should be able to judge performance against the goals based on more complex metrics.
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judgement
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on overall culture and ethos, teaching and governance
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group of data points, including testing but also outcomes data.
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Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
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beyond the merely academic, into the behaviours and attitudes schools should foster
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basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
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Ofsted
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asked to steward the delivery of these outcomes
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resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
