How the world's most improved school systems keep getting better

How does a school system with poor performance become good? And how does one with good performance become excellent?

Our latest education report is the follow-up to the 2007 publication "How the world's best performing school systems come out on top," in which we examined the common attributes of high-performing school systems.

We compiled what we believe is the most comprehensive analysis of global school system reform ever assembled. This report identifies the reform elements that are replicable for school systems everywhere as well as what it really takes to achieve significant, sustained, and widespread gains in student outcomes.

In this new report, "How the world's most improved school systems keep getting better," we analyzed 20 systems from around the world, all with improving but differing levels of performance, examining how each has achieved significant, sustained, and widespread gains in student outcomes, as measured by international and national assessments.

Based on more than 200 interviews with system stakeholders and analysis of some 600 interventions carried out by these systems, this report identifies the reform elements that are replicable for school systems elsewhere as they move from poor to fair to good to great to excellent performance.

The systems we studied were Armenia, Aspire (a U.S. charter school system), Boston (Massachusetts), Chile, England, Ghana, Hong Kong, Jordan, Latvia, Lithuania, Long Beach (California), Madhya Pradesh (India), Minas Gerais (Brazil), Ontario (Canada), Poland, Saxony (Germany), Singapore, Slovenia, South Korea, and Western Cape (South Africa). READ more go to:

ICSEI 2009

3P Network Symposium

Developing services for children, young people and families: Building locality capacity for integrated working

Anton Florek. Virtual Staff College, UK.(Chair)
Gerard van den Hoven. APS, Netherlands.
Boudewijn A.M. van Velzen. APS, Netherlands
Coleen Jackson. Chichester University, UK  

The presentations from England and Wales will, collectively, describe a number of national and local initiatives aimed at increasing capacity at strategic and operational level through the professional development of leaders and managers of services for children, young people and families. 

Supporting existing leaders through peer coaching, peer mentoring, action learning sets, a Leadership Academy, Management Summer Schools and job shadowing schemes are examples of possible solutions to building individual and collective capacity within locality arrangements. These will be considered in detail during the symposium as examples of how cross agency reflective practice can become the vehicle for changing mindsets, culture and practice.

Restructuring the provisions and arrangements (are we going to make the structures meet the criteria of the new regulations and by doing so refine the selection mechanisms in the system) and the pilots focused on Reform (are we going to focus on a mind shift among teachers, principals, school boards, inspectorate, parents, etc). The challenges at school level, community level and regional level will be presented from two perspectives: The necessity for schools to mobilize experts to prepare schools and teachers to offer support & care to students with special needs and the need to create alliances and cooperatives in the region with institutions in other sectors (e.g. health, welfare, housing, police, business). Moreover: will teaching meet individual learning needs.

Through the case studies and an interactive presentation style it is hoped to engage participants in discussion and comparative dialogue in order for them to consider the implications of the developments outlined during the two symposium sessions for their own organisational and professional practice, and to reflect on the possible future needs of professionals working in similar positions in their own countries.

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