Analysis: from concept to classroom
Denholm, A. The Herald (11 April 2012)
Denholm, A. The Herald (11 April 2012)
New research by Stirling University highlights that “there is still significant uncertainty over [Scotland’s Curriculum for Excellent (CfE)], even as 54,000 secondary pupils move towards the first exams in 2014.” CfE’s purpose was to move education from the regurgitation of facts to “a new style of learning, better suited to the fast-changing modern economy which relies on creative thinking and resourcefulness.” Focus has been on the early CfE curricular materials, which have been labeled “vague and confusing.” (A summary of the Stirling University research can be found here; additional news about the study can be found here.)
Recently, the government has “thrown out the old syllabus” to institute a new system of education in England. This editorial challenges the government to change the ways that computer technology is taught in schools, ensuring that students know more than typing in a word processor and downloading an app for the iPhone. The editors want students to understand that computers are tools that can be programmed and critiqued. They also want students to learn programming skills in schools. But, the editors remind governmental leaders that effective change is more than rhetoric: “Ultimately, as anyone who has worked in education knows, fine intentions count for little without the human resources to back them. In this sense, bringing technological innovation and best practice to the classroom is much like the art of building a successful syllabus: the result should set good teachers free to teach, and enable the best possible use to be made of their time and attention.” Furthermore, the editors remind readers that digital technology has been important for economic growth and political movements (e.g., the Arab Spring), thus providing compelling reasons to continue to teach about computer technology in schools.
After 25 years assessing the school system, there are no indicators that those assessments have produced any kind of improvement, according to Hugo Aboites, an education specialist at the Autonomous Metropolitan University in Mexico City. As Mexico prepares for another round of 
International Education News 
Austria
Der Standard (5 April 2012)
The usual starting time for schools in Austria is 8 a.m. Education expert Andreas Salcher, also a former Austrian politician, argues that children cannot concentrate at such an early time and demands a later start. However, a recent poll among Austrian citizens reveals that 69 percent are against postponing the start of the school day to 9 a.m. and the president of the school inspectors points to the fact that working parents will face severe problems if school starts later. The Minister of Education indicates that the idea can be discussed among school partners, but for the time being is not being addressed in the Ministry.
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Posted in Opinion/Commentary
Tagged Austria