As the UK woke up to the political earthquake of the General Election, I was in Berlin listening to the OECD’s education guru Andreas Schleicher. As the architect of PISA test and the TALIS teacher survey he regularly gives great new insights evidenced by data.
Andreas told us some of the things that work in the best performing school systems such as Singapore and Shanghai. Here there is significant investment in teacher capacity, rewarding them well, giving them time for preparation and training funded by larger class sizes, and running a longer learning day with more self directed learning.
He has clear evidence that this focus on teaching capacity works and yet these important findings are not applied in most Western jurisdictions. Incidentally, he also finds more evidence of innovation in the leading Asian systems.
It would have been inappropriate for him, as an OECD official, to point out that the successful Asian jurisdictions were less democratic. However he added a couple of other things. He said that short electoral cycles can be a problem and that politicians are more likely to do what is urgent than what is important. He also pointed out that school choice tends to make no difference because many parents are interested in more than just academic performance – such as school neighbourhood. Andreas was speaking at the inaugural world education summit organised by the Robert Bosch Stiftung.
The previous day I also took part in the 13th Education Fast Forward debate which discussed the challenge of developing 21st Century skills in schools (such as creative, collaborative, & presentation skills). Both discussions were coming to a similar conclusion.
Howard Reingold strikingly suggested in the EFF13 debate that there is a growing conflict between education and learning, that our qualifications and schooling are hampering the development of learning. He suggested that whilst in times of stability the older generation should be passing on what it knows to young people, at times of rapid change – like now – the older generation should be passing to young people the skills to direct their own learning.
This sentiment was reinforced in Berlin by speakers from Australia, India, the U.S. and Asia.
We can carry on trying to improve the system we’ve been tinkering with for the last 70 years, and nothing will really change. Or we can design a new system based around great teaching that at its heart coaches learning.
And so I came full circle in my mind. This change in teaching may be the right thing to do that ignites the fire of learning that we need for our children to thrive. If so it is really important. But implementing the change would take much longer than a five year electoral cycle and parents, employers and teachers would all need to be persuaded to support it to sustain it.
Meanwhile countries who don’t worry so much about democratic consent are just getting on with it and gaining a competitive advantage.
But I am first and foremost a democrat. Coming back to the UK, I have to accept our election outcome.
I congratulate Nicky Morgan on being re-appointed as Secretary of State for Education. My advice to her is to focus on what is important. In this case it is both important and urgent to address teacher capacity, especially recruitment and development. Here she can build on her record, learn from the best in the world, and many of us on the left of education politics will happily work with her on that vital agenda.