Tweet
That they all may learn
Wesley Barrett
Monday, November 05, 2007
From time to time, organisations and individuals have to take things in their own hands if they want to achieve their set goals. They may not rely solely, or even greatly, on the promises of others to help them pursue their objectives and targets.
Wesley Barrett
Their successes usually depend to a greater extent on their own self-reliance, initiative and steadfastness. In light of this, I would urge more of our schools to adopt less of a dependence stance and take more of their development and reform efforts into their own hands, notwithstanding the long-standing promise of 'transformation'.
Because of the nature and complexity of education and the educational process, major and continuous positive changes leading to reform have to be ordered and orchestrated over time.
The changes begin with a few important first steps. Perhaps the very first one is to sense when something is not working well in the school, find out precisely what it is, decide why it is not working and then set about correcting it. At the same time, there should be affirmation that at least some things are working well but can be strengthened.
In my view, schools should periodically consider the broader view of 're-engineering'. The need to re-engineer or radically change the processes of instruction and administration is always present, so as to increase the likelihood of all students learning what is significant, useful and relevant.
The fact is that a vast number of our schools have maintained the processes, systems and teaching methods inherited decades ago, although there is an urgent need to shed many of them.
Schools need to re-engineer or radically change their processes of instruction and administration so that they can significantly reduce the achievement gap of their students.
Even within the admittedly restricting education regulations, more schools can change their mode of operation. How they balance and integrate cultural and social education with traditional academic and vocational education presents a case for serious changes.
By making changes through re-engineering, schools can significantly reduce the achievement gap between the relatively small number of high achievers and the relatively large number of low achievers. The objective must be to bring the low achievers higher up on the achievement pole. Deliberate actions in management and the organisation of teaching programmes can assist considerably in the process of reducing the achievement gap both within and across both sexes.
But what precisely is meant by re-engineering at the school level? I have in mind
(1) Developing a process or system to identify or diagnose the many defects in the school that can be corrected without having to incur significant costs;
(2) Improving or instituting new communication channels and feedback mechanisms between and among school administration, staff units, students and affiliate groups;
(3) Focusing on learning to learn;
(4) Making the environment the central theme for academic, technical/vocational, cultural and other social education;
(5) Planning and organising for the school to be among the top 10 high achievers in a geographical area in at least five areas - a mix of academic, technical/vocational, cultural and other social education areas;
(6) Committing and being faithful to low-cost, high-impact annual self-evaluation; and
(7) Forging partnerships and mutually beneficial links with community groups and organisations.
The first action needs little comment. Regarding the second, it suffices only to say that in most organisations the stumbling block is not communicating on a timely and consistent manner what has happened, what is happening and what next will happen for all to be informed. Although it may be thought otherwise, the lack of communication within schools has a profound bearing on the learning achievement gap. When, for example, teachers are not made aware of the available budgetary allocations for learning activities and teachers do not inform principals of mitigating factors in classroom provisions, hardly any new action is taken to effect positive change and the achievement gap either remains the same or widens.
The third strategy is perhaps the most crucial, for successfully meeting the challenges of living in a globalised world with dizzying changes the critical competence is not how to accumulate information but how to find, use and create knowledge and information. Re-engineering requires this focus.
Regarding the fourth, there is hardly any other topic that offers the scope for meaningful learning than the environment. It is the common ground for mathematics learning and teaching. Concepts on geometrical shapes and angles, measurement, numerical and computational problems, data for collection and analysis to form the basis of statistical information are in ample supply in the environment. Even practising to calculate the low interest rates paid on hard-earned savings and the high rates charged on loans finds motivation by a scanning of the environment!
Science concepts abound in the physical environment of diverse topics, such as energy, electricity, acceleration in motor vehicles by speeding motorists, properties and uses of water, insects such as the anopheles mosquito and their habitats, air and sound waves. These can be amply demonstrated by the vast classroom of the environment. The language used, the musical sounds, the art forms, the climatic changes and land forms are all exemplified in the environment. The possibilities for all to learn are endless - all the more reason for its preservation, appreciation and care in the study of sustainable development.
The general rule is for schools to see how much more they can collaborate in delivering education. There is, however, room for friendly competition. It should by no means be a hostile activity for schools to engage in rivalry in vying for top positions in some area of school work. Every school should strive for recognition and excellence in some learning areas and ensure that every child is represented in one or more of these areas of excellence. Here success should be communicated and all achievements recognised.
Ongoing and end-of-project evaluation of efforts and achievements is the single most critical strategy used to ensure that a school keeps on track in meeting its goals, objectives and targets. Much thought needs to be given to project or programme evaluation not only at the start but at the conceptualisation stage. Even from meagre resources schools must allocate time and other resources to assessment and evaluation activities. It stands between success and failure.
Schools need help in the re-engineering effort. They need little reminding that they must enlist and secure the support and involvement of the community as they receive inputs from it, and process these to deliver quality learning for the community. By re-engineering all may learn.
wesebar@yahoo.com
Wesley Barrett
Monday, November 05, 2007
From time to time, organisations and individuals have to take things in their own hands if they want to achieve their set goals. They may not rely solely, or even greatly, on the promises of others to help them pursue their objectives and targets.
Wesley Barrett
Their successes usually depend to a greater extent on their own self-reliance, initiative and steadfastness. In light of this, I would urge more of our schools to adopt less of a dependence stance and take more of their development and reform efforts into their own hands, notwithstanding the long-standing promise of 'transformation'.
Because of the nature and complexity of education and the educational process, major and continuous positive changes leading to reform have to be ordered and orchestrated over time.
The changes begin with a few important first steps. Perhaps the very first one is to sense when something is not working well in the school, find out precisely what it is, decide why it is not working and then set about correcting it. At the same time, there should be affirmation that at least some things are working well but can be strengthened.
In my view, schools should periodically consider the broader view of 're-engineering'. The need to re-engineer or radically change the processes of instruction and administration is always present, so as to increase the likelihood of all students learning what is significant, useful and relevant.
The fact is that a vast number of our schools have maintained the processes, systems and teaching methods inherited decades ago, although there is an urgent need to shed many of them.
Schools need to re-engineer or radically change their processes of instruction and administration so that they can significantly reduce the achievement gap of their students. Even within the admittedly restricting education regulations, more schools can change their mode of operation. How they balance and integrate cultural and social education with traditional academic and vocational education presents a case for serious changes.
By making changes through re-engineering, schools can significantly reduce the achievement gap between the relatively small number of high achievers and the relatively large number of low achievers. The objective must be to bring the low achievers higher up on the achievement pole. Deliberate actions in management and the organisation of teaching programmes can assist considerably in the process of reducing the achievement gap both within and across both sexes.
But what precisely is meant by re-engineering at the school level? I have in mind
(1) Developing a process or system to identify or diagnose the many defects in the school that can be corrected without having to incur significant costs;
(2) Improving or instituting new communication channels and feedback mechanisms between and among school administration, staff units, students and affiliate groups;
(3) Focusing on learning to learn;
(4) Making the environment the central theme for academic, technical/vocational, cultural and other social education;
(5) Planning and organising for the school to be among the top 10 high achievers in a geographical area in at least five areas - a mix of academic, technical/vocational, cultural and other social education areas;
(6) Committing and being faithful to low-cost, high-impact annual self-evaluation; and
(7) Forging partnerships and mutually beneficial links with community groups and organisations.
The first action needs little comment. Regarding the second, it suffices only to say that in most organisations the stumbling block is not communicating on a timely and consistent manner what has happened, what is happening and what next will happen for all to be informed. Although it may be thought otherwise, the lack of communication within schools has a profound bearing on the learning achievement gap. When, for example, teachers are not made aware of the available budgetary allocations for learning activities and teachers do not inform principals of mitigating factors in classroom provisions, hardly any new action is taken to effect positive change and the achievement gap either remains the same or widens.
The third strategy is perhaps the most crucial, for successfully meeting the challenges of living in a globalised world with dizzying changes the critical competence is not how to accumulate information but how to find, use and create knowledge and information. Re-engineering requires this focus.
Regarding the fourth, there is hardly any other topic that offers the scope for meaningful learning than the environment. It is the common ground for mathematics learning and teaching. Concepts on geometrical shapes and angles, measurement, numerical and computational problems, data for collection and analysis to form the basis of statistical information are in ample supply in the environment. Even practising to calculate the low interest rates paid on hard-earned savings and the high rates charged on loans finds motivation by a scanning of the environment!
Science concepts abound in the physical environment of diverse topics, such as energy, electricity, acceleration in motor vehicles by speeding motorists, properties and uses of water, insects such as the anopheles mosquito and their habitats, air and sound waves. These can be amply demonstrated by the vast classroom of the environment. The language used, the musical sounds, the art forms, the climatic changes and land forms are all exemplified in the environment. The possibilities for all to learn are endless - all the more reason for its preservation, appreciation and care in the study of sustainable development.
The general rule is for schools to see how much more they can collaborate in delivering education. There is, however, room for friendly competition. It should by no means be a hostile activity for schools to engage in rivalry in vying for top positions in some area of school work. Every school should strive for recognition and excellence in some learning areas and ensure that every child is represented in one or more of these areas of excellence. Here success should be communicated and all achievements recognised.
Ongoing and end-of-project evaluation of efforts and achievements is the single most critical strategy used to ensure that a school keeps on track in meeting its goals, objectives and targets. Much thought needs to be given to project or programme evaluation not only at the start but at the conceptualisation stage. Even from meagre resources schools must allocate time and other resources to assessment and evaluation activities. It stands between success and failure.
Schools need help in the re-engineering effort. They need little reminding that they must enlist and secure the support and involvement of the community as they receive inputs from it, and process these to deliver quality learning for the community. By re-engineering all may learn.
wesebar@yahoo.com