working draft bonn, germany november 2007 the challenge of achieving world class performance:...
TRANSCRIPT
![Page 1: Working Draft Bonn, Germany November 2007 The Challenge of Achieving World Class Performance: Education in the 21st Century Michael Barber](https://reader033.vdocuments.net/reader033/viewer/2022061305/55140436550346e2488b4a66/html5/thumbnails/1.jpg)
Working Draft
Bonn, Germany
November 2007
The Challenge of Achieving World Class Performance:
Education in the 21st Century
Michael Barber
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Three themes
1.The state of education
2.The characteristics of high performing systems
3.Sequencing reform
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Theme 1: The state of education
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The state of education: quality
•Access doesn’t guarantee achievement
98 100 100
65 69
56
30 34 35
Brazil Indonesia Mexico
Attended school
Still in school age 15
Basic numeracy* age 15% of cohort
* Level 1 or above on PISA mathematics
Source:OECD, PISA
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The state of education: quality
• Increased funding alone is not the answer
Source: National Centre for Education Statistics, NEAP, Hanushek (1998), McKinsey
Linear Index
0
10
20
30
40
70
1970 1975 1980 1985 1990 1995 2000 2005
Literacy (17 years)
Literacy (13 years)
Literacy (9 years)
Spend per student ($2004)
Student-to-teacher ratio
50
60
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Theme 2: The characteristics ofhigh performing systems
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Teachers make an extraordinary difference
*Among the top 20% of teachers; **Among the bottom 20% of teachersAnalysis of test data from Tennessee showed that teacher quality effected student performance more than any other variable; on average, two students with average performance (50th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assignedSource: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement, McKinsey
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
90th percentile
Student with high-performing* teacher
53 percentile points
37th percentile
Student with low performing** teacher
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“The quality of an education system cannot exceed the quality of its teachers.”
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“The only way to improve outcomes is to improve instruction.”
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“High performance requires every child to succeed.”
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Eight ingredients of great systems
Select great people for teaching
Train them well at the
outsetConstantly strengthen
their classroom practice
Select great leaders and
develop them well
PEOPLEPEOPLE
Setworld-class standardsTackle
failurequickly
Fund equitably
and consistently
Provide universal
pre-school
POLICYPOLICY
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Theme 3: A model of reform
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A model of reform
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A government’s approach to reform needs to change as the system improves
GREAT
Committing
GOOD
Staying
Grumbling
ADEQUATE
Exiting
AWFUL
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Choosing between the options
CIRCUM-STANCES
KEY ADVICE
Command and Control
• Where a service is awful• For very high priorities
which are urgent• In emergencies• To drive programmes
designed to tackle poverty (e.g., Surestart)
• Do it excellently
Devolution and Transparency
• Where individual choice is not appropriate (e.g., policing or criminal justice)
• To get from adequate to good or good to great
• Combines well with contestability (e.g., prisons)
• Transparency is crucial
Quasi-markets
• Where individuals can choose (e.g., schools, hospitals)
• Where a range of providers can be developed
• Where diversity is desirable
• Equity needs to be built in
Combination
• During transitions• Where variation of
performance within a service is wide
• Where market pressures are weak
• Needs sophisticated strategic direction
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The required cultural shift
• Hit & miss
• Uniformity
• Provision
• Producers
• Inputs
• Generalisation
• Talk equity
• “Received wisdom”
• Regulation
• Haphazard development
• Demarcation
• Look up
• Universal high standards
• Diversity
• Choice
• Customers/citizens
• Outcomes
• Specificity
• Deliver equity
• Data and best practice
• Incentives
• Continuous development
• Flexibility
• Look outwards
Comfortable Demanding