Barack Obama’s words in his 2011 state of the union address: ‘We need to out-innovate, out-educate and out-build the rest of the world’ - it seems that he is good at analysing a problem, poor at doing anything about it - but why this obsession with what the Americans are doing? Britain is not America and what might work there does not necessarily work here.
By what processes are future teachers attracted, selected and trained? - the politicisation of teacher training in the United Kingdom is one of the key issues that need to be tackled.
McKinsey 2007 report, How the world’s best performing school systems come out on top, highlighted three lessons emerging from an analysis of high-performing school systems: ‘The quality of an education system cannot exceed the quality of its teachers; the only way to improve outcomes is to improve instruction; and achieving universally high outcomes is only possible by putting in place mechanisms to ensure that schools deliver high quality instruction to every child’ - unfortunately the quality of teachers in British comprehensive schools is poor, mainly because of the security of employment they have enjoyed, making it impossible to get rid of bad teachers.
The 2010 McKinsey report, How the World’s Most Improved School Systems Keep Getting Better, went a step further and analysed how the top performing school systems continue to improve. The work concluded that a system could become better, no matter what its starting point, given a sustained leadership and a focus on key interventions necessary for systematic improvement - this seems to be the Deming formula of continuous improvement.
PISA and TIMSS (Trends in International Mathematics and Science Study)... if Australia, New Zealand and Canada, each of which generally does reasonably well in PISA and TIMSS, are added in as Pacific countries, the region could certainly be said to lead the world. (In addition, Chile is the most improved Latin American system in the last two decades) - this is worth knowing. And sometimes, reading this report, it sounds as if the Greater East Asia Co-Prosperity Sphere (大東亜共栄圏 Dai-tō-a Kyōeiken) is coming into fruition but under Chinese hegemony not Japanese.
By what processes are future teachers attracted, selected and trained? - the politicisation of teacher training in the United Kingdom is one of the key issues that need to be tackled.
McKinsey 2007 report, How the world’s best performing school systems come out on top, highlighted three lessons emerging from an analysis of high-performing school systems: ‘The quality of an education system cannot exceed the quality of its teachers; the only way to improve outcomes is to improve instruction; and achieving universally high outcomes is only possible by putting in place mechanisms to ensure that schools deliver high quality instruction to every child’ - unfortunately the quality of teachers in British comprehensive schools is poor, mainly because of the security of employment they have enjoyed, making it impossible to get rid of bad teachers.
The 2010 McKinsey report, How the World’s Most Improved School Systems Keep Getting Better, went a step further and analysed how the top performing school systems continue to improve. The work concluded that a system could become better, no matter what its starting point, given a sustained leadership and a focus on key interventions necessary for systematic improvement - this seems to be the Deming formula of continuous improvement.
PISA and TIMSS (Trends in International Mathematics and Science Study)... if Australia, New Zealand and Canada, each of which generally does reasonably well in PISA and TIMSS, are added in as Pacific countries, the region could certainly be said to lead the world. (In addition, Chile is the most improved Latin American system in the last two decades) - this is worth knowing. And sometimes, reading this report, it sounds as if the Greater East Asia Co-Prosperity Sphere (大東亜共栄圏 Dai-tō-a Kyōeiken) is coming into fruition but under Chinese hegemony not Japanese.
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