“A combination of stability and incremental change which allows the traditional model of schooling, and of bureaucratic school systems, to adapt continuously to all kinds of external reforms is well able to deflect the disruptive potential of almost any innovation, no matter where it is coming from.”
21st Century Learning: Research, innovation and policy, OECD, 2008.
To radically transform our education system for the better we should think again about how we assess and recognise the performance of our pupils. It is the big idea no-one seems willing to deal with.
Our current methods are narrow and archaic, at odds with what we know about learning, and in denial of the real worth of technology. Arguing endlessly about life after levels is tinkering. Tinkering, endemic in our approach to educational change, deflects from any radical change.
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