The new book by Mel Ainscow, マンチェスターの英国の大学の教育の教授, 自己改善の学校システムに向けて: 市の挑戦からの教訓, documents how ten years of research and work was used to shape a highly acclaimed city-wide improvement initiative involving over 1,100 学校. Ainscow’s model offers a number of key strategies. The first is increasing school-to-school collaboration, and the second is increasing school-to-local collaboration so that local businesses, 大学やカレッジ, 信仰グループ, アカデミーのスポンサーとメディアは、すべての学校との仕事関係を築きます. His approach further recommends a much greater emphasis on improvement from within, requiring teachers – particularly those in leadership positions – to see themselves as having wider responsibility for all children and young people, not just those that attend their own schools. In his brilliant forward for the book, アンディ·ハーグリーブス (ボストン大学) 書き込み、, “This is one of the most extraordinarily powerful books on school improvement and positive systemic change I have ever read. And it bears a message that the world needs to acknowledge.”
Mel Ainscow is Professor of Education and Co-director of the Centre for Equity in Education at the University of Manchester. He is also Adjunct Professor at Queensland University of Technology. Previously a school principal, local education authority inspector and lecturer at the University of Cambridge, his work focuses on ways of making school systems effective for all children and young people. Her Majesty the Queen awarded him a CBE for services to education in 2012. Mel joins me today in 教育のためのグローバル検索.
メル, what inspired the Greater Manchester Challenge? What was the most surprising result of this project and why?
The Greater Manchester Challenge, A 50 million pound initiative to improve the quality of education provided for children in over 1,100 学校, was instigated because of Government concerns about the performance of schools. Building on the success of a similar initiative in London, the project gave me an unprecedented opportunity to put into practice on a grand scale ideas and strategies that had emerged from research I had carried out with colleagues over many years.
二つのことは何も私を驚かせた以上のことを: まず第一に, お互いをサポートするために、学校の意欲, でも競争を重視する政策の文脈で; 第二, the extent to which politics was such a massive barrier to the creation of a context within which such collaborations can grow.
How has your research inspired other schools in the UK?
The success of City Challenge in London and Greater Manchester has led to an explosion of similar initiatives across the UK. Frankly, some of these are a pale imitation, with little chance of success, usually because they lack a political mandate.
現在, I am leading another initiative that has a definite mandate for change. Schools Challenge Cymru is the Welsh Government’s multi-million pound flagship initiative to improve schools across the country. The program is focused on 40 中学校, known as the ‘Pathways to Success’. Chosen because they serve communities where there are high levels of economic disadvantage, these schools have been invited to innovate in order to find ways of working that can achieve rapid progress. The lessons from their work are intended to stimulate wider reforms across the Welsh education system.
Is your research specific to the UK or do you believe it can be applied to other school systems around the world?
It is increasingly evident that, 世界中の, national education policies are encouraging more schools to become autonomous; 例えば, in Australia, the independent public schools; the academies in England; concertado schools in Spain; free schools in Sweden; and charter schools in the USA. Such developments have the potential to open up possibilities to inject new energy into the improvement of education systems. 一方, they can lead to a dangerous fragmentation that will, I fear, further disadvantage learners from poorer backgrounds. All of which suggests that ‘educational market places’ need some form of checks and balances.
The approach presented in 自己改善の学校システムに向けて provides a new way of thinking about how this can be achieved. This requires that the ‘checks and balances’ come from mutual accountability amongst all of the stakeholders. In his foreword for the book, Andy Hargreaves suggests that this approach involves: “…working with the community, not against it; investing in professional and community capital; reviving rather than removing local community and democracy; collaborating with competitors; and being pragmatic about means in the pursuit of ideologically unshakeable ends.”
Do you believe that governments are convinced that ground-level collaborations are more important than top-down policies?
My work with governments in many parts of the world suggests that they are usually wedded to top-down efforts to improve their education systems. 一方, my experience also shows that in order to make use of the power of collaboration as a means of achieving both excellence and equity in schools, governments need to foster greater flexibility at the local level. このように, practitioners are given the space to analyze their particular circumstances and determine priorities accordingly. This means that policy makers must recognize that the details of policy implementation are not amenable to central regulation. むしろ, これらはの近くにいる人で対処する必要があり、, 従って, in a better position to understand local contexts.
How can schools and teachers make steps to enacting some of the strategies you propose in your book?
The approach I recommend starts from an assumption that schools have the capacity to improve themselves, particularly if they do that together. The obvious implication is that teachers and school leaders are the key to successful change. これを考慮して, the strategies developed in Greater Manchester helped to foster new, より実り協力関係: 学校内との間で; between schools and their local communities; and between national and local government.
A useful theoretical interpretation that can be made of these strategies is that, together, they helped to strengthen social capital across the city region. 言い換えると, they facilitated relationships across different levels of the system that established many new pathways through which energy, expertise and lessons from innovations could spread. 同時に, the greater awareness of what was happening elsewhere often challenged expectations as to what is possible, particularly amongst students from economically disadvantaged backgrounds.
How much do schools need governmental support to enact the strategies you outline? What role do other constituents play?
A recent report by Centre Forum has pointed out that the success of the City Challenge program was as a result of high-level sponsorship and support from politicians and policymakers. Having reviewed the increasing number of projects that are trying to put similar thinking into practice, the report notes that these are predominantly bottom-up initiatives. The authors argue that these developments face a difficulty operating a collaborative strategy in today’s educational landscape without a strong sense of cohesive mandate. What is required, they argue, is a bottom-up drive with the necessary political will and impetus to draw things together at scale in a concerted attempt to transform outcomes for all students.
There are important implications here for the future roles of district level administrators and support staff. They have to adjust their ways of working in response to the development of improvement strategies that are led from within schools. 具体的に, they must monitor and challenge schools in relation to the agreed goals of collaborative activities, whilst school leaders share responsibility for the overall management of improvement efforts. In taking on such roles, local authority staff can position themselves as guardians of improved outcomes for all young people and their families – protectors of a more collegiate approach but not as custodians of day-to-day activities.
(All photos are courtesy of Mel Ainscow)
サー·マイケル·バーバー含む私を参加して、世界的に有名なオピニオンリーダー (英国), DR. マイケル·ブロック (米国の), DR. レオンBotstein (米国の), 教授クレイ·クリステンセン (米国の), DR. リンダダーリング·ハモンド (米国の), DR. MadhavChavan (インド), 教授マイケルFullan (カナダ), 教授ハワード·ガードナー (米国の), 教授アンディ·ハーグリーブス (米国の), 教授イヴォンヌヘルマン (オランダ), 教授クリスティンHelstad (ノルウェー), ジャンヘンドリクソン (米国の), 教授ローズHipkins (ニュージーランド), 教授コーネリアHoogland (カナダ), 閣下ジェフ·ジョンソン (カナダ), 夫人. シャンタルカウフマン (ベルギー), DR. EijaKauppinen (フィンランド), 国務長官TapioKosunen (フィンランド), 教授ドミニクラフォンテーヌ (ベルギー), 教授ヒューローダー (英国), 主ケンマクドナルド (英国), 教授ジェフ·マスターズ (オーストラリア), 教授バリー·98名 (オーストラリア), シヴナダール (インド), 教授R. Natarajan (インド), DR. PAK NG (シンガポール), DR. デニス教皇 (米国), Sridhar Rajagopalan (インド), DR. ダイアンRavitch (米国の), リチャード·ウィルソン·ライリー (米国の), サー·ケン·ロビンソン (英国), 教授パシSahlberg (フィンランド), 教授佐藤学 (日本), アンドレアス·シュライヒャー (PISA, OECD), DR. アンソニー·セルドン (英国), DR. デビッド·シェーファー (米国の), DR. キルスティン没入Areの (ノルウェー), 首相スティーブン·スパーン (米国の), イヴTheze (LyceeFrancais米国), 教授チャールズUngerleider (カナダ), 教授トニーワーグナー (米国の), デイヴィッド·ワトソン (英国), 教授ディランウィリアム (英国), DR. マークWormald (英国), 教授テオWubbels (オランダ), 教授マイケル·ヤング (英国), 教授Minxuan張 (中国) 彼らは、すべての国が今日直面している大きな絵教育問題を探るように.
教育コミュニティページのためのグローバル検索
C言語. M. ルービンは彼女が受け取った2つの広く読まれているオンラインシリーズの著者である 2011 アプトン·シンクレア賞, “教育のためのグローバル検索” そして “私たちはどのように読み込みます?” 彼女はまた、3冊のベストセラーの著者である, 含めて 不思議の国のアリスリアル, の出版社です CMRubinWorld, そしてかく乱財団研究員である.
Cに従ってください. M. Twitterでルビン: www.twitter.com/@cmrubinworld
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