PISA – Hvað svo? Nokkur leiðarstef um innleiðingu menntaumbóta

Abstract

Niðurstöður PISA 2018 verða gerðar opinberar í byrjun desember 2019. Af því tilefni má búast við víðtækri umræðu í samfélaginu um menntamál og um gæði íslenska menntakerfisins. Þessari grein er ætlað að vera innlegg í þá umræðu og þá einkum um æskileg viðbrögð eða aðgerðir til að bæta menntun íslenskra barna og ungmenna. Dregin er saman nýleg þekking um farsælar menntaumbætur og reynt að varpa ljósi á hvaða hagnýtu þýðingu hún kann að hafa fyrir umbótastarf hér á landi. Á grunni þeirrar þekkingar eru sett fram sjö leiðarstef sem gagnlegt er að hafa til hliðsjónar við innleiðingu umbótastarfs, þau eru: Nám og kennsla í brennidepli; aðstæðubundnar aðgerðir; samstarfsmiðuð nálgun og samvirkni; fagleg forysta, þekking og hæfni; menntarannsóknir; fjölskyldur og samfélag; og jöfnuður á öllum stigum kerfisins. Til nánari útskýringar er sett fram eitt dæmi um umbætur sem byggja á þessum leiðarstefjum.

The results of PISA 2018 will be published in early December 2019. Based on experience, extensive discussions are expected regarding the quality or even lack of quality in the Icelandic school system. The purpose of this article is to contribute to these discussions, particularly in regard to what might constitute suitable reactions or future actions to improve the quality of education for Iceland’s children and young people. Recent research on the characteristics of successful educational improvements is summarised, and attempts are made to shed light on what practical implications these may have for the implementation of educational improvements. Based on this knowledge, seven guidelines are outlined for those planning and leading educational improvements at the levels of system, school and classroom. These should not be seen as a list of actions to be taken, but rather as tips to guide the implementation of each and every improvement project undertaken. The guidelines are presented with respect for the complex reality of schools and the educational system, and they focus on coherence, a collaborative approach, and professional learning as keys to increasing the quality of education (e.g., Fullan & Quinn, 2016; Fullan & Hargreaves, 2016; Hopkins et al., 2014; Robinson, 2018).

The guidelines are as follows:

All decisions should have a clear focus on teaching and learning, including policy, projects, and professional learning activities. The work that takes place in communication between students and teachers, whether in classrooms or in departments, must be nurtured because that is where the actual implementation of reforms takes place. At all stages in a change process, questions should be posed about the effect such changes will have on children. Actions taken in each situation should be based on measurements at each location and directed towards a targeted group of students. Change requires much investment of energy, time, and resources, and therefore actions need to be targeted and based on reliable data. Averaged measures are not necessarily an appropriate or useful basis for decision making, as they may lead to generalisations. The results of research, tests, or other data should be reviewed by those in the relevant situation, and decisions should be made by them. Given Robinson’s (2018) suggestions, authorities need to be careful when making recommendations for changes. Coherence and a collaborative approach should characterise all improvement efforts. Coherence and shared understanding are best achieved through active collaboration and dialogue on policies and actions. This should be considered, e.g., in decision making, goal setting, assignment, and process making. Building capacity for continuous improvement is achieved through focus on professional learning and leadership by those working in the system, especially teachers and leaders. But this also applies to those who work at other levels such as in school offices, teacher education, the Institute of Education, the teachers’ union, and in other organizations and institutions responsible for the quality of education. All improvement projects, both large and small, require strong professional leadership that is distributed and not merely centralised. Evidence informed policy, practice, and professional learning and researchfocused professionalism are key concepts. This includes, for example, strengthening the research community to undertake more extensive studies and form collaborations between educational researchers and practitioners. Parents should be acknowledged as active collaborators and those who have the strongest influence on educational achievement and the well-being of their children. This is not merely about schools, but also about society, welfare services, leisure, and business. Among other things, families need to be strengthened as to the role of parenting. Special care should be taken with children and families in vulnerable situations. Last but not least, a clear equity stance should be taken in policy and practice at all levels, for example in policies at national and local levels and in practice at school and classroom levels. JustEd (2018) suggestions are useful in this matter. A sound education does not rely on the actions or efforts of individuals; it is a collective endeavour relying on dialogue and collaboration between teachers, leaders, authorities, and others in the educational system. Teachers and school leaders should be seen as active participants in decision making, not merely as those who implement pre-determined plans. One of the most important challenges in the Icelandic educational system is to build trust and strengthen professionalism at all levels.