Vlaamse Onderwijsraad 2008 Schools as Public Enterprise 17 September 2008 Schools and the demands of 21 st century society: finding the right balance Peter Mortimore Former - Professor i pedagogikk og Hans Christian Andersen Fellow Syddansk Universitet and Director of the Institute of Education, University of London.

Plan Introduction 21 st century life & implications for education System & school dilemmas Quality & equity of Flemish Belgium Can research provide any answers? System & school features of a balanced system What else can be done? Conclusions

What is so special about 21 st century western affluent societies? –More internationally aware –More aware of democratic rights & less deferential –More aware of value of knowledge & education –More participative but more consumerist –More child-centred –More open to media influence –Greater access to sophisticated communications

Implications for 21 st century education systems Information is a key commodity Greater international competition (PISA results) Parents think of themselves as consumers and can be more demanding on behalf of their children Pressure groups can organise more easily Media can exert greater influence on schools Elitism can be bought by the rich & super rich

Implications for 21 st century schools They have to serve interests of parent groups as well as those of the state They can be pressured to act not as a sieve for society’s prestigious roles but as a vehicle for success of a particular group They can be caught between the needs of distinct communities They can be caught between the needs of such groups and those of society as a whole.

Can research provide any answers? Autonomy – PISA; OECD 2008 Student voice – Flutter & Rudduck 2004 Disadvantage – PISA; Cox 2000 Expectations – Mortimore et al 1988 Immigrants – OECD 2006 Leadership – OECD 2008 Pedagogy – Mortimore 1999 Reading – Clay 1996.

Some specific system dilemmas How much should schools serve the whole society and how much specific groups within it? How much influence should the state; the local community; and the parent body have on schools? How much freedom should those who work in schools have? How much scope should the school leader have?

Some specific school dilemmas How much should schools listen to its students? How much should the work of the school reflect past needs and how much should it try to predict future ones How much emphasis on social issues and how much purely intellectual ones? How best to communicate with stakeholders?

Total education spending as % GDP in US $ [Table B4.1 EAG]

Gini index 07-08

COUNTRYAVERAGE RANK (LOWEST = BEST) 1Netherlands4.2 2Sweden5 3Denmark7.2 4Finland7.5 5Spain8 6Switzerland8.3 7Norway8.7 8Italy10 9Ireland Belgium Germany Canada Greece Poland Czech Republic France13 17Portugal Austria Hungary USA18 21UK18.2

PISA Reading Means for 12 Countries

PISA 2000 – 2006 Maths Means for 12 Countries

PISA Science Means for 12 Countries

PISA 2006 Average Means Combined subjects

PISA 2006 Readers below or at Level 1

PISA 2006 % readers at Levels 4 or 5

Does this variation in PISA outcomes matter? No? Yes? Maybe? Also possible to examine data at more detailed level.

Gender status How do girls’ and boys’ average reading scores differ? GirlsBoysDifference Reading score OECD score Difference+42+58

Gender status How do girls’ and boys’ average maths scores differ? GirlsBoysDifference Mathematics score OECD score Difference+39+60

Gender status How do girls’ and boys’ average science scores differ? GirlsBoysDifference Science score OECD score Difference+23+29

Immigrant status How do native and immigrants’ average science scores differ? Native Flemish 2 nd Generation 1 st Generation Science score OECD score Difference

Socio-economic status (All Belgium scores) How do white and blue collar average combined scores differ? White collarBlue collarDifference Combined score OECD score Difference+2200

Adult Literacy

What is an evaluation A judgement based on clear, contestable criteria - inorder to put a value on an entity.

What is a culture of evaluation? A society or organisation in which there is a normal expectation that all its members will engage in honest inquiry in order to reflect on and improve performance.

Schools in a balanced society Principles Equity [Fairness & Inclusion] Lifelong learning perspective Max autonomy within clear limits Contestability of didactics (curriculum/methods) Constant search for improvement Positive features Ambitious for all Outward looking Optimistic With excellent teacher education and professional training Having a balance of collaboration/competition With many opportunities for innovation.

What other challenges do schools face? How to foster better educated, flexible and adaptable working citizens? How to promote social cohesion, equity and social justice? How to create tolerant, responsible, democratic citizens?

What else can be done to find the balance More universal pre-school More reading support for those struggling Better support for immigrants Adopting a ‘culture of evaluation’ Further investigating gender issues Reviewing setting and repeating policies Upgrading teacher training and trust Avoiding the league table market route.

Post script The scope of effective schooling –“I had nothing but my school; but having my school, I had everything” Ernest Barker 1953 And its limits –“Education cannot compensate for society” Basil Bernstein 1970 The challenge for schools & school systems –To do all that is possible (and a little bit more) within the context of a society’s culture.