A Fair System Aiming to Become Good?
Following Wales’ poor results in the PISA (Programme for International Student Assessment) tests which compare skills attainment in literacy, numeracy and science across the developed world, revealed last December (2010) the Minister for Education and Skills, Leighton Andrews, described education in Wales as ‘a fair system aiming to become good’.
Mr Andrews spoke about the schools standards unit, which was described as ‘central to the reforms’ and described the need to focus on attainment in reading and establishing and sharing ‘sector leading practice’ across the educational consortia – higher performance was described as the ‘single objective’ of the new plans. There does not appear to be much room for initiatives such as ESDGC and pupil wellbeing, whilst considered ‘helpful’ to the educational process is not a priority
While the PISA results are perhaps a result of a non test-focussed curriculum or the high levels of poverty experienced by some Welsh children the Minister’s stringent response reflects a return to outcomes focussed learning aimed at strong and high school standards. However this approach has been challenged by some educators who believe that the existing system, based to some degree on the Finnish education system, (Finnish pupils consistently score highly in PISA topping the tables for literacy, numeracy and science in 2000 and being in the top four ever since with China and South Korea taking over the top spots), will in time produce learners who are ‘versatile, adaptive and not scared of new knowledge’.
The difference in approach is further underlined, PISA is the only formal testing to take place in Finnish schools, where there is a greater emphasis on equity and on creating rounded individuals who are willing and able to play their part in local, national and global society. To this end there is a growing focus on wellbeing, on education for sustainable development and on development education – at a recent Conference for Social Change held at Helsinki University (16 June 2011) Finnish Government ministers reiterated the message expressed by the President of Finland that global education could contribute to sustainable social change and that, for this reason, Development Education and Awareness Raising need to be at the heart of the education system. Mr Pasi Hellman (Minister for Foreign Affairs) said that the key competencies that could be promoted through global education should be integrated into general education to maintain and further promote the qualities that make education in Finland so successful.
So, perhaps, Wales needs to take heed of this message, we have been ‘sector leaders’ in the promotion of education for sustainable development and global citizenship (ESDGC) but the Welsh Government, in its current efforts to achieve high standards, no longer chooses to support this agenda. It is true that ESDGC is inspected by Estyn and that it can be found in all curriculum documents but how much attention is really given to the knowledge, values, skills and attitudes that can help shape young people to be responsible and active global citizens. There is limited support for teachers to deliver ESDGC and the removal of funding to the voluntary sector means that external support will be limited or non existent in the near future.
If we want Welsh students to succeed, both in school and in later life, perhaps we need to focus on wider societal change, we need to ensure that teachers are highly qualified and highly motivated (as is the case in Finland) and that students are given the opportunities to learn (in whatever way suits them, as individuals) in order to achieve their potential and to lift Wales to a sector leading position, not only within the confines of the PISA tests, but within global society as a whole.
What do you think?
Cyfanfyd is inviting responses to this story and would like to hear your opinions on the topic. Please send your thoughts to info@cyfanfyd.org.uk