Education reform is a dud! Those involved might readily agree. Professor Seymour Sarason, himself at the forefront of education reform efforts, predicted in 1965 that all attempts to reform schools would fail. Wikipedia notes: “His prediction has an accuracy of 100%!”
Anyway, a Political Scientist in an online interview supports that view and said that only an “exogenous” — external — power could provide a jolt for needed reform.
The pandemic is certainly an external disruption to business as usual. With its effects, it’s foreseeable that government budgets will really feel the financial crunch, with education funding being squeezed. This is where Fraser Institute Reports will be useful in assessing return on investment and if increasing education costs, especially with dropping enrolments, are justified.
And let’s not forget that bulge of baby boomers just entering retirement — further impacting health budgets.
Don’t be surprised when people start talking about bare bones education.
Interesting, that in 2015, amidst BC Ed Plan’s trials, a sterling committee of representatives from stakeholder groups was charged with developing proposals on assessment. Their report stressed how proper assessment would help produce graduates who would be: 1) Literate; 2) Numerate; 3) Curious and critical thinkers; 4) Leading a healthy lifestyle; 5) Able to connect to society and community.
Great! But here’s the rub. Sarason again, dubious about reform, warned against the “intractability” — inflexibility — of public school systems. The World Bank in a recent report, “What Will It Take?” echoed the frustration re intransigence of education systems — chiefly noting that reading is “ a key foundational skill and a gateway to learning”, needing priority attention.
What’s to be done?
(Published in Educhatter, 22 Jan ’21, Education spending: Who’a Minding the Store, Jan 20, 2021 — and on my Facebook)