SLAV Connects is a blog by the School Libraries Association of Victoria (SLAV), formerly named Bright Ideas when a collaboration between SLAV and the State Library of Victoria (SLV). Its aim is to share news from the Association and to encourage teacher librarians, librarians, school library staff, educators and all interested persons to actively engage with the school libraries, to share tools and experiences; to network on a global scale; and to embrace dynamic teaching and learning opportunities.
A two page executive summary of this important 40 page document that focuses on schools and learning has also been released and covers these main points:
Improve school: essential but not enough
Reinventing school: cracking the code
Supplement school: invest in families and communities
Transformational innovation: a new logic to learning
The main points relate to the thoughts that schools that are collaborating and creatively using technology are the way to go, however, reinvented schools are not enough if families and communities do not value learning. Learning must also take place outside of the school and include parents and the community. Specific programs that ‘pull families and children to learning by making it attractive, productive and relevant’ are applauded.
The authors advocate ‘new, low-cost models for learning’ and a massive shift in education policy. They conclude:
Governments should continue to look to the very best school systems to guide improvement strategies. But increasingly they should also look to social entrepreneurs working at the extremes who may well create the low-cost, mass, participatory models of learning that will be needed in the future.
Further discussion is invited at http://www.getideas.org
In the next few decades hundreds of millions of young, poor families will migrate to cities in the developing world
in search of work and opportunity. Education provides them with a shared sense of hope. Many will be the first
generation in their family to go to school. It is vital the hopes they invest are not disappointed.
Yet even in the developed world, education systems that were established more than a century ago still underperform,
mainly because they fail to reach and motivate large portions of the population. These ingrained
problems of low aspiration and achievement among the most disinvested communities in the developed world
are proving resistant to traditional treatment.
The Four Strategies
This report outlines four basic strategies governments in the developing and developed world can pursue to
meet these challenges: improve, reinvent, supplement, and transform.
1 Improve School: Essential but not Enough
The most obvious strategy is to spread and improve schools. By 2015 most eligible children will have a place at
a primary school. The lesson from high-performing school systems like Finland is that to get good results you
have to attract, train, and motivate good teachers and provide them with good facilities to work in.
Today, though, too much schooling in the developing world delivers too little learning. There are high rates of
teacher absence, high drop-out rates among poorer children, pupils repeating years in large numbers, high
failure rates in final exams, and low progression to further education and training. More children are going
to school for longer but too many are not learning enough. Even in parts of the developed world sustained
investment in schools and teachers has not led to expected improvements in educational outcomes.
School improvement on its own will not be enough to meet the need for learning. Relying solely on this route will
take too long. Governments must turn to more innovative strategies that will come from outside the traditional
2 Reinventing School: Cracking the Code
Different kinds of schools are needed to teach new skills in new ways. Around the world innovators such as
the Lumiar Institute in Brazil, charter schools in the United States, and independent schools in Sweden are
reinventing school. They use technology more creatively and provide more personalized, collaborative,
creative, and problem-focused learning, in schools that have as many informal spaces for learning as they
3 Supplement School: Invest in Families and Communities
Even reinvented schools, however, may not be enough to change cultures in communities where formal learning
is not valued. Families and communities have a huge bearing on whether children are ready to learn at school.