Week 2- Summary UNESCO-University of Toronto Article

System-wide improvement in education

Education plays an important role in building developed societies. The information below summarises the last twenty years of large-scale improvements in the quality of school systems. The challenge for education systems is to bring more students than ever before to higher levels of achievement, on a broader range of skills and attributes, with less inequity in outcomes.

An effective, system-wide change strategy requires the following eight elements:

1. Goals and targets

Governments must set realistic targets, which should be salient to the public and improve young people’s life chances. Goals must be ambitious but realistic and measurable to ensure progress is monitored. Achievement must not affect results, and the focus must be on learning and not test preparation. Achievement must not be at the expense of education nor linked to rewards or sanctions.

2. A positive stance on improving all schools and success for all students

Government-imposed solutions do not work, and strategies require the commitment of motivated educators. Constructive criticism and praise is also important in building morale and motivation. All schools must be included and not just underperformers.

3. Capacity building

This focuses on understanding the obstacles that inhibit organisations from achieving targets whilst enhancing their abilities to achieve results. Many projects fail due to concentrating only on policy and not capacity building. Capacity building with a focus on results, which focuses on improvement and the capacity to achieve it, must be applied by all leaders and staff and involves the development of knowledge, competences, resources and motivation.

 

4. Multi-level engagement and strong leadership

Reform requires interaction across all levels of the system, and strong leadership must be developed and used in conjunction with good communication as part of any successful improvement strategy.

5. Continuous learning through innovation and effective use of research and data

An effective system with organised processes learns about its own performance. These processes give disciplined innovation, which starts with knowledge and builds on what is learned.

6. A focus on key strategies while also managing other interests and issues

A manageable number of key goals is essential. Too many key goals is unmanageable. However, a flexible approach is required, and constant reiteration of the key goals is an important factor is maintaining focus.

7. Effective use of resources

Improvement requires human and financial resources, which must be used appropriately. It is important to use existing resources before obtaining new sources. Additional financing will, however, show commitment to all parties.

8. A strong implementation effort

A good improvement plan requires effective implementation. This requires appropriate authority at all levels to allow individual schools to act autonomously. Appropriate infrastructure must be in place, e.g. if existing bureaucratic structures are insufficient to support change, this must be addressed.

Change knowledge is increasing internationally, but progress is slow. Previous strategies proving unsuccessful have led to an increase in policy makers adopting alternative strategies. Research has clarified the strategic implications of change knowledge, and its ideas are becoming mainstream. Future large-scale improvements will emphasise changes to classrooms and societal reform with less emphasis on structure and governance. Countries will pay more attention to the quality of teaching professionals through increased professional motivation and public respect.

Many countries now provide a life chance-improving education to up to 60 per cent of the population. Current strategies, though, will not do so for 80 to 90 per cent of the population, and a different strategy for the success of all students is necessary.

Week 1 assignment - 30 Oct

1.     What are the differences between CURRICULUM and SYLLABUS?

While syllabus is the list of contents or body of knowledge to be transmitted, curriculum can be that and beyond. According to Smith, M. K (1996, 2000), curriculum can be syllabus from the theoretical perspective but can as well be viewed as product, process and praxis.

 Referring as product approach, Franklin Bobbitt and Ralph W. Tyler contended that curriculum centers on the change of behaviors which can be measured through a list of objectives.  It is a systematic plan to ensure what’s being learned is relevant for future use in the world outside schools.  Critics of product approach like Lawrence Stenhouse argued that curriculum as product solely focused on knowledge content and omitted students which are the important element of learning. Stenhouse concluded that curriculum should be more than just a list of objectives to achieve but viewed as a process and take into account the context which learning takes place. Another approach on curriculum is a further development of the process view proposed by Grundy. Referring as praxis, curriculum must pay attention to the relationship and interaction between teachers and students and has explicit commitment to emancipation. Furthermore, curriculum is also viewed as a mean for social change (curriculum as context) and the view that curriculum should be strictly used in the context of formal education.

In conclusion, curriculum is a much bigger term than syllabus and can be defined from different perspectives. While syllabus is mainly a list of content to define the scope of knowledge aimed to deliver, curriculum has different meanings and implications to different people depending on the approach they are taking.     

Reference

Smith, M. K. (1996, 2000) 'Curriculum theory and practice' the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm.

2.     According to Bobbitt’s “THE CURRICULUM”, What are the objectives of curriculum? If you are the curriculum planner using Bobbitt’s theory. How your curriculum would looks like?

Bobbitt contends that the objectives of curriculum are to prepare learners for specific

activities we all go through in life. These specific activities can be taught and measured through behavioral objectives.  For example, to teach an English conversation module for grade 12, I would need to plan my course using different life situations e.g. Travel, Market, Business meeting etc. Role play activities are used to demonstrate students how to use English language in different situations.  Objectives must be set to provide the set behaviors I expect to see from the students from different scenarios. Students who demonstrate the correct use of language as instructed will pass the module.

3.     Elaborate the saying of Tyler: Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students' pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. (Tyler 1949: 44)

Tyler believed that the true purpose of education is to make changes in the students’

behaviors. As opposed to teacher-centered view, his purpose of education focuses on students and how teaching can make impact on their behaviors. Based on such belief, he further suggested that any statement of objectives of the school should clearly emphasis on the change of behaviors by stating desirable behaviors the school wishes to see achieved by students.

 

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