Helen Janc Malone closes the International Perspectives on Education Reform Blog with a call for collective action and a comprehensive approach to educational change.
Pasi Sahlberg explores a central role play has inside and outside the school context as a foundation for positive child development.
Pak Tee Ng discusses how two secondary education admission policy changes are raising questions about fair assessments and holistic education. As Ng states, "On one hand, we send signals to broaden the definition of success. On the other hand, we may have inadvertently set up more areas for competition." As he further explains, "education reform is seldom, if ever, merely an education issue. It is deeply entwined with societal culture... The debate is a process of national soul searching about what education really means to us as a society."
Maria Helena Guimarães de Castro discusses key challenges facing secondary education in Brazil.
Alma Harris opens the last blog week with a discussion about what it takes to scale up system-wide reform. She writes, "Looking at those countries that have achieved successful reform at scale, the two success criteria are firstly, adequate time and secondly, fidelity of implementation." As she concludes, "Scaling up has to involve more than the spread of new materials, new ideas, or new strategies; it must also involve the spread of underlying beliefs, norms, and principles. This takes time, resilience, determination, and persistence."
Helen Janc Malone introduces the final blog week with a theme "whole system change."
Lorna Earl argues for collective professional accountability in the teaching profession, whereby educators feel a sense of moral purpose to make a positive difference in students' lives.
Rukmini Banerji and Madhav Chavan offer a compelling case for the use of literacy and numeracy assessments as tools to understand progress and gaps in student learning in India.
Elena Lenskaya offers a sobering lesson in the unintended consequences of standardized testing--teaching to the test and learning to the test.
Patrick Griffin makes a case for 21st century skills as a necessary component in student learning. He argues that technology has fundamentally changed how students learn and interact with information, and that education systems needs to transform to meet the demands of today's society.