““The UK’s Experience inThe UK’s Experience in

Developing the New Skills”Developing the New Skills”

Keynote Presentation to theKeynote Presentation to the Sixth Knowledge Economy Forum Sixth Knowledge Economy Forum

‘‘Technology Acquisition and Knowledge Networks onTechnology Acquisition and Knowledge Networks on

Responsive Education System and Skills for the Knowledge Economy’Responsive Education System and Skills for the Knowledge Economy’

University of University of Cambridge, Tuesday 17Cambridge, Tuesday 17thth April 2007 April 2007

Professor David HopkinsProfessor David HopkinsHSBC Chair of International LeadershipHSBC Chair of International Leadership

Institute of Education, University of LondonInstitute of Education, University of London

High Excellence High Equity –High Excellence High Equity –Raising the Bar and Narrowing the GapRaising the Bar and Narrowing the Gap

Source: OECD (2001) Knowledge and Skills for Life

Low excellenceLow excellence

Low equityLow equity

High excellenceHigh excellence

Low equityLow equity

Low excellenceLow excellence

High equityHigh equity

High excellenceHigh excellence

High equityHigh equityU.K.

BelgiumU.S.

GermanySwitzerland

Poland

Spain

Korea

Finland

JapanCanada

Mea

n p

erfo

rman

ce in

rea

din

g li

tera

cy

• 200 – Variance (variance OECD as a whole = 100)

420

440

460

480

500

520

540

560

60 80 100 120 140

1950 1960

11 plus dominated"Formal"

Professional control"Informal"

Standards and accountability

NLNS

1970 1980 1990 2000 2010

2004

Brief History of Standards in Primary SchoolsBrief History of Standards in Primary Schools

4

Distribution of Reading Achievement in Distribution of Reading Achievement in 9-10 year olds in 2001 9-10 year olds in 2001

300

325

350

375

400

425

450

475

500

525

550

575

Sw

eden

Net

her

lan

ds

En

gla

nd

Bu

lgar

ia

Lat

via

Can

ada

(On

tari

o,Q

ueb

ec)

Lit

hu

ania

Hu

ng

ary

Un

ited

Sta

tes

Ital

y

Ger

man

y

Cze

ch R

epu

blic

New

Zea

lan

d

Sco

tlan

d

Sin

gap

ore

Ru

ssia

n F

eder

atio

n

Ho

ng

Ko

ng

SA

R

Fra

nce

Gre

ece

Slo

vak

Rep

ub

lic

Icel

and

Ro

man

ia

Isra

el

Slo

ven

ia

Inte

rnat

ion

al A

vg.

No

rway

Cyp

rus

Mo

ldo

va, R

ep o

f

Tu

rkey

Mac

edo

nia

, Rep

of

Co

lom

bia

Arg

enti

na

Iran

, Isl

amic

Rep

of

Ku

wai

t

Mo

rocc

o

Bel

ize

Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

Ambitious Standards

Devolved

responsibility

Good data and clear targets

Access to best practice and quality

professional development

Accountability

Intervention in inverse proportion to success

High High ChallengeChallenge

High High SupportSupport

The High Challenge High Support FrameworkThe High Challenge High Support Framework

Percentage of pupils achieving level 4 or above Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2003in Key Stage 2 tests 1998-2003

50

55

60

65

70

75

80

1998 1999 2000 2001 2002 2003

English Maths

Test changes in 2003

• Major changes to writing test/markscheme

• Significant changes to maths papers

Per

cen

tag

e

The Key Question - The Key Question - how do we get there?how do we get there?• Most agree that in England:

• standards were too low and too varied in the 1970’s & 80’s

• some form of direct state intervention was necessary

• the impact of this top-down approach was to raise standards (particularly in primary schools).

• But now:• progress has plateaued - while a bit more might be squeezed

out nationally, and perhaps a lot in underperforming schools, must question whether this is still the recipe for sustained reform

• there is a growing recognition that to ensure that every student reaches their potential, schools need to lead the next phase of reform.

• The 64k dollar question is how do we get there?

Towards system wide sustainable reformTowards system wide sustainable reform

Every School a Every School a Great SchoolGreat School

National National PrescriptionPrescription

Schools Leading ReformSchools Leading Reform

Building Capacity PrescriptionPrescription ProfessionalismProfessionalism

System Leadership

Networks & Collaboration

PersonalisedLearning

ProfessionalTeaching

SYSTEM

LEADERSHIP

Intelligent Accountability

4 drivers mould to context through 4 drivers mould to context through system leadershipsystem leadership

System Leadership: A PropositionSystem Leadership: A Proposition

‘System leaders’ care about and work for the

success of other schools as well as their own. They

measure their success in terms of improving

student learning and increasing achievement, and

strive to both raise the bar and narrow the gap(s).

Crucially they are willing to shoulder system

leadership roles in the belief that in order to change

the larger system you have to engage with it in a

meaningful way.’

System leaders share five striking System leaders share five striking characteristics, they:characteristics, they:

• measure their success in terms of improving student learning and strive to both raise the bar and narrow the gap(s).

• are fundamentally committed to the improvement of teaching and learning.

• develop their schools as personal and professional learning communities.

• strive for equity and inclusion through acting on context and culture.

• understand that in order to change the larger system you have to engage with it in a meaningful way.

““What does it mean to be educated?”What does it mean to be educated?”

Being educated at any particular age has four central elements:

• a breadth of knowledge gained from a curricula entitlement;• a range of skills on a developmental continuum that reflects increasing

depth at ages 7, 11, 14,16, and in many cases, 18;• a range of learning experiences; • a set of key products, projects or artefacts.

It also means that students are able to…

• Sustain employability through basic skills• Apply their knowledge and skills in different contexts• Choose from and learn in range of post-14 study (assuming an

entitlement curriculum up until then)• Draw on wider experiences to inform further learning and choice

Personalised Learning is …Personalised Learning is …

• An educational approach that focuses on every individual achieving their potential and enhancing their learning skills

• About designing teaching, curriculum and the school organisation to address the needs of the student both individually and collectively

• A system that is more accessible, open to customisation and involves the learner in their own learning

• A learning offer to all children that extends beyond the school context into the local community and beyond

Barriers to Personalised Learning Barriers to Personalised Learning

• Curriculum congestion • Expected levels• Poor catch- up provision or progression for low

attaining pupils• Inadequate embedding of core skills• Lack of clarity for students on the common learning

skills• Insufficient stretch for the most able• Staffing problems

Realising Personalised LearningRealising Personalised Learning

• Focus on core study

• Contested statutory curriculum in non-core subjects combined with an optional entitlement

• Flexibility of an optional entitlement

• Clarity on common learning skills

• Champion effective pedagogy

Powerful Learning …Powerful Learning …Is the ability of learners to respond successfully to the tasks they are set, as well as the task they set themselves In particular, to:

• Integrate prior and new knowledge

• Acquire and use a range of learning skills

• Solve problems individually and in groups

• Think carefully about their successes and failures

• Accept that learning involves uncertainty and difficulty

All this has been termed “meta-cognition” – it is the learners’ ability to take control over their own learning processes.

Learning Skills Learning Skills • Functional skills

Literacy Numeracy ICT

• Thinking and Learning skills:

Enquiry Creative thinking Information processes Reasoning Evaluation

• Personal skills: Communication (and personal presentation) Diligence, reliability, and capability to improve Working with others (social skills and teamwork) Moral and ethical awareness

OECD (2005) Definition and Selection of OECD (2005) Definition and Selection of Competences Project Competences Project

1. Use tools interactively (both physical and socio-cultural ones) a. Use language, symbols and texts interactively b. Use knowledge and information interactively c. Use technology interactively

2. Interacting in Heterogeneous Groups and specifically to:a. Relate well to othersb. Co-operate, work in teamsc. Manage and resolve conflicts

3. Acting Autonomously a. Act within the big pictureb. Form and conduct life plans and personal projectsc. Defend and assert rights, interests, limits and needs

Ensuring students gain mastery in these Ensuring students gain mastery in these skills skills

But to ensure students gain mastery of these skills there needs to be agreement on how the skills should be:

• embedded in teaching and learning, especially since in most systems these skills are not well taught in all schools and consequently students’ skill development is patchy

• developed coherently across the curriculum especially as again in most systems these skills are not specified or developed in a systematic way and progression is assumed rather explicit.

Curriculum Development

The Dialectic between Curriculum, Learning and TeachingThe Dialectic between Curriculum, Learning and Teaching

Group Investigation

Role Playing

Synectics

Knowledge Mnemonic Simulations

Inductive thinking

Mnemonic Inductive Thinking

Simulations Concept

Attainment

Inductive Thinking

Concept Attainment

Inductive Thinking

Concept Attainment

Mo

dels o

f Learn

ing

– T

oo

ls for T

eachin

g

Curriculum Development

Evaluation

Comprehension

Analysis

Synthesis

Application

School

School

Improvem

ent

Improvem

entSystemSystem

LeadershipLeadership

System Wide System Wide ReformReform

Teach

ing a

nd

Teach

ing a

nd

Learn

ing

Learn

ing

Principles for System TransformationPrinciples for System Transformation

Core Principles – Learning and TeachingCore Principles – Learning and Teaching

• Establish what learners already know and build on it• Set high expectations, show commitment to learner’s

success and structure and pace the learning experience to make it challenging and enjoyable

• Consistently develop learning skills and personal qualities

• Ensure curriculum entitlement and balance it with curriculum choice

• Inspire learning through passion for the subject• Make individuals active partners in their learning

through ‘assessment for learning’ strategies

Core Principles – School ImprovementCore Principles – School Improvement

• Focus systematically on teaching and learning

• Base improvement activity on qualitative and quantitative evidence

• Create time for collective enquiry and modelling across the curriculum

• Build ownership and develop leadership

• Embed improvement in the organisation’s systems and practices

• Engage in collaboration and the sharing and development of ‘practice’

Core Principles – System Wide ReformCore Principles – System Wide Reform

• Establish a ‘Guiding Coalition’ with reform based on clear values – a commitment to the success of every learner

• Develop a system that is coherent for learners at every level

• Establish an intelligent accountability framework

• Built front-line capacity by devolving funding and autonomy to the local level

• Strengthen diversity, collaboration and innovation

• Develop local and regional capacity and structures for agency, professional support and challenge

The Logic of School ImprovementThe Logic of School Improvement

Learning Potential of all Students

Student Repertoire of Learning Skills

Teacher Repertoire - Models of Teaching

Embedded in Curriculum Context and Schemes of Work

Whole School Emphasis on High Expectations and Pedagogic Consistency

Sharing Schemes of Work and Curriculum Across and Between Schools, Clusters, Districts, LEAs and Nationally

David Hopkins was recently appointed to the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.

Professor David Hopkins HSBC Chair in International Leadership