Shifts in the world’s economy, changes in the nature of work and growth in the urgency of challenges such as climate change mean young people today need to be prepared for a very different future than their parents. While they will need expert knowledge in specific areas, they also need a broad range of competencies such as the capacity to think critically, work collaboratively and identify creative, ethical solutions to global challenges. Around the world, education systems are responding to this challenge by evolving curricula and supporting pedagogical innovation.
English education policy, however, has focused elsewhere. Given the comparative autonomy that leaders in England have over curriculum and pedagogy, I decided to investigate how leaders can be induced and enabled to create more future-focused schools.
Generously supported by the Winston Churchill Memorial Trust, I travelled to Australia (Victoria, New South Wales and South Australia), New Zealand and Singapore to visit schools, development providers, policy makers and sector experts. Each of these jurisdictions have curriculum frameworks or desired outcomes of education that specify a set of competencies that students should develop alongside academic knowledge or technical skills.
These findings are based on visits to 20 schools and five leadership development sessions, semi-structured interviews with over 40 educators, with five leadership development providers, policy makers and sector experts, and a survey of 14 of the schools I visited. My case study schools all performed at or above average on national benchmarking tests while serving communities in lower socioeconomic areas, providing evidence that educational innovation can enhance outcomes for all students, not just those in more advantaged communities.
SOURCE: Katy Theobald. “Leading Future-Focused Schools: Lessons for policy and practice from Australia, New Zealand and Singapore.” WCMT, 2019.
The Brotherhood of St Laurence acknowledges and recognises the Traditional Owners of the land upon which we live and work, and we pay our respects to their Elders both past and present.
ACKNOWLEDGEMENT OF COUNTRY
The Brotherhood of St Laurence acknowledges and recognises the Traditional Owners of the land upon which we live and work, and we pay our respects to their Elders both past and present
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia