Monthly Archives: June 2012

Australia

Baillieu plan to get rid of bad teachers
Topsfield, J.  The Age (21 June 2012)

Under a plan to be released for consultation entitled “New directions for school leadership and the teaching profession,” the Victorian State government plans to amongst other things, sack the worst 5 percent of teachers.  According to the plan, principals often view the process of firing teachers as burdensome:  ”This [current] process [of firing teachers] seldom results in the departure of the teacher and there is a strong perception among principals that it is cumbersome, lengthy and overly complex.”  The plan’s other controversial suggestions include “teachers doing extra days of professional development during school holidays, teachers of hard-to-staff subjects such as maths and science earning more money and principals coming from professions other than teaching.”  The intent behind the plans is to enable Victorian students to match the performance of students in places like Finland and Shanghai on international assessment tests, like PISA, in a decade.

Austria

Low qualified people are the pariahs of the knowledge society (in German)
Ziegler, E.  Science.Orf (11 June 2012)

According to Manfred Krenn, researcher at the Working Life Research Center in Vienna, people who are deemed unemployable stay on the lowest step of a new caste system that builds on education titles and grades. His recent study argues that competition on the job market and pressure for further education and advanced training lead to a downward spiral for people “low qualified people.”  Furthermore, he found that less educated people have less access to education programs and their employers do not encourage them to pursue further education.  (In 2009, for example, 5.6% of less educated individuals attended an educational program, whereas 42% of academics participated in further education programs).  Krenn finds fault in middle- and upper-class notions of knowledge determining what’s tested.  To remedy this, according to Krenn, education programs should refer more to the socio-economic criteria of the people concerned.  Additionally, schools should be aware that students from underprivileged families start their school career under different conditions than their wealthier peers and that a need for cultural accommodation exists.

England

Return of the O-Level: Gove announces radical plan to scrap GCSEs ‘to ensure UK has a world-class education system’ but  lack of consultation angers Lib Dems  
Shipman, T.  The Daily Mail (21 June 2012)

A leaked document from the Ministry of Education indicates that Education Minister Michael Gove wants to reform the examination system to return to a two tiered approach that Margaret Thatcher’s conservative government abolished over 30 years ago.  The so-called right wing media has depicted the British education system as failing, although criticism about the state of the education system has surfaced from all sides in light of the leaked document — from within the Conservative Party as well as from Liberal Democrat Nick Clegg, the Deputy Prime Minister of the Coalition.  (Clegg said Gove’s proposal would “turn the clock back” to the 1950s.)  Those opposed to the two tiered examination system argue that this system would contribute further to educational inequality, halting social mobility amongst the nation’s poorest children.

The following video summarizes Clegg’s opposition to Gove’s proposal:

New Zealand

Parata keen to avoid another fight with teachers
Young, A.  New Zealand Herald (20 June 2012)

While Minister of Education Hekia Parata is keen to avoid another fight with teachers, her Ministry will be compiling and releasing some “useful” information based on the National Standards that is meaningful for learners, schools, and parents.  Earlier, Prime Minister John Key opened debate about league tables when he expressed support for them.  (League tables compare data from different academic institutions.)  The teacher union believes league tables “would have a severely damaging effect on children’s education and would unfairly label schools and students as failing.”  Professor Martin Thrupp, an expert on school league tables says, “introducing the system here would lead to schools narrowing their teaching focus, competing for the ‘best’ students and rejecting those who fall behind in order to reach national targets.”

Austria

Catching up on compulsory school graduation will be made easier for adults (in German)
Der Standard (12 June 2012)

Almost 280,000 Austrians between 15 and 64 years old have not graduated from compulsory school, and every year 3,500 to 5,000 adolescents leave school without graduating. The council of ministers therefore will enact a law that provides €54.6 million (maximum €6,600 per person) to open new possibilities on the job market for these individuals. Courses will prepare people for exams in the subjects German, English, mathematics and vocational knowledge. Additionally, people will have to take two exams from the following fields for their compulsory school equivalencies: “creativity and design,” “health and social work,” “nature and technics,” and an additional language.

Japan

Distributing Tablets in All Schools in Osaka (in Japanese)
Asai Shinbun (1 June 2012)

The Osaka City School Board announced a plan to buy tablets for all elementary and middle schools in the city by 2015.  The plan also involves connecting individual tablets with an interactive whiteboard in classrooms.  It will cost more than $10 million to invest in the tablets and to develop the interactive classroom system.

To see an example of how one Japanese classroom utilized iPads during a lesson, see the following video:

Austria

Compulsory reading for elementary school pupils (in German)
Kleine Zeitung (13 June 2012)

International studies like OECD’s Programme for International Student Assessment (PISA) and the IEA’s Progress in International Reading Study (PIRLS) discovered reading difficulties for Austria pupils. (For example, Austria’s mean PISA reading score for 2009 was 402, which is in the 31 percentile, compared to the OECD mean of 489.  Search the PISA results here.)   Because of these international test results, the government is now suggesting that a compulsory “reading” course be implemented in primary schools.  As a part of this reform, “literature” would then be a separate subject area, although the reading of literary texts would be embedded in the curriculum to encourage the love of reading.

Singapore

New Model for Teachers’ Professional Development
Keat, H.S. Ministry of Education (31 May 2012)

Minister of Education Heng Swee Keat launched a new Teacher Growth Model (TGM), one which aims at encouraging Singaporean teachers to engage in continual learning and take ownership of their professional growth and personal well-being. The TGM recognizes that Singaporean teachers in the 21st century will pursue diverse modes of learning, similar to how they would design such opportunities for their own students. To reflect on the multifaceted nature of their work and their learning, the TGM presents a holistic portrait of the 21st century Singapore teacher with five desired outcomes: 1) creating ethical educators; 2) creating “competent professional who continues to develop new knowledge, skills and dispositions to lead, care, and inspire”; 3) creating “collaborative learner[s] who actively engages in professional conversations to learn from his peers and from experts”; 4) creating transformational leaders; and 5) creating “community builder who [understand] Singapore’s unique context and appreciates local and global issues.”

Austria

Kindergarten teachers protest against bad working conditions (in German)
Der Standard (11 June 2012)

On Monday, June 11, kindergarten teachers demonstrated against their working conditions. They pointed to the problem of different closing times within federal states, large teacher-student ratios, inadequate salaries, small classrooms, and too little time for preparation, extracurricular work and time with parents as policies that need to be addressed.  Of particular note was how large class sizes create a problem in inclusive teaching settings.  Moreover, Maria Zeilinger, a member of the occupation group for early childhood educators, says that individual learning cannot be provided under current group conditions.

New Zealand

PM: Minister of Education drove class size backdown
New Zealand Herald (11 June 2012)

After pushing an unpopular plan in face of educator opposition and refusing to meet with key stakeholders, the government has decided to totally reverse its class size increase policy.  Prime Minister John Key “admitted today that communicating information about the policy to change student-teacher ratios and how the Government would mitigate the impact on the worst-affected schools had not been handled well.”  Sensing that the debate with parents was being lost (one poll revealed that 79 percent of New Zealanders were against increasing class sizes), Key said, “What it risked doing was causing months of industrial action, huge amounts of anxiety from parents and children and you’ve got to ask yourself is if that’s really worth it and I think the conclusion we drew was no.”