Just over a year ago I wrote a blog which questioned the use of graded assessments of schools and also of students’ work within schools. An issue raised at the end of the blog was the use of the word ‘effective’ when applied by the Ofsted grading system to schools – just what makes an effective school?
Apparently, the idea of schools being considered ‘effective’, and what that means, “has been a research topic for several decades, with scholars and policymakers seeking to identify the key factors that contribute to successful educational outcomes.”i
Several dictionariesii, iii, iv,v agree that the word ‘effective’ means successfully producing a desired or intended result. The answers which policymakers have come up with to the question of what the desired or intended result of education is, are educational in themselves. It is no surprise that different organisations and countries have somewhat different ideas about the purposes of education. For example:
- For the United Nations, it is the “full development of the human personality … the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.”vi
- For the European Commission, it is for “promoting inclusive, fairer and more prosperous societies and economies. It helps children and young people to develop knowledge, skills and attitudes necessary to become responsible, resilient and engaged individuals and to have a fulfilling life.”vii
- In the UK, a Minister of State for Schools declared that “education is the engine of our economy, it is the foundation of our culture, and it’s an essential preparation for adult life.”viii
- In India, the government states that “education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development … Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment.”ix
- The Australian government states that “the school curriculum aims to develop students into independent and successful learners with respect for themselves, their peers and global society.”x
- The latest update of the Basic Act on Education in Japan states that education has “the aim of fully developing the individual character, as we endeavor to cultivate a people that is sound in mind and body and imbued with the qualities that are necessary in the people who make up a peaceful and democratic nation and society.”xi
- Article 205 of the revised Federal Constitution of Brazil declares that education seeks “the full development of the individual, preparation for the exercise of citizenship and qualification for work.”xii
- The aim of the national curriculum in England is to provide pupils with “an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.”xiii
It is interesting to note that the statements above reflect the specific interests of the organisations or people making them. For instance, the order of the three aspects of education mentioned by the Minister of State for Schools in the UK may reflect the fact that the speaker was a former chartered accountant; the UN statement overtly specifies that education should support its activities; and most of the government statements include the concept of citizenship or support of the nation.
There are, however, two main purposes for education which seem to emerge from these statements:
- To benefit economies, societies and nations – with all of the political and ideological ramifications that implies
- To develop children’s characters and skills in preparation for a fulfilling adulthood – with those attributes being variously specified and defined (or not) by those designing the education system
To return to the question at the start of this blog, as schools are fundamentally places for education, presumably an effective school would be one which is fulfilling these two purposes, wouldn’t it?
Stay tuned for What is an effective school? Part 2!
Reference:
- Javornik Š, & Klemenčič Mirazchiyski E. (2023). Factors contributing to school effectiveness: A systematic literature review. European Journal of Investigation in Health, Psychology and Education, 13(10), 2095–2111.
- Cambridge University Press & Assessment. (n.d.). Effective. In Cambridge dictionary. Retrieved April 17, 2024, from https://dictionary.cambridge.org/dictionary/english/effective
- Collins. (n.d.). Effective. In Collinsdictionary.com English dictionary. Retrieved April 17, 2024, from https://www.collinsdictionary.com/dictionary/english/effective
- Merriam-Webster. (n.d.). Effective. In Merriam-Webster.com dictionary. Retrieved April 17, 2024, from https://www.merriam-webster.com/dictionary/effective
- Oxford University Press. (n.d.). Effective. In Oxford learner’s dictionary. Retrieved April 17, 2024, from https://www.oxfordlearnersdictionaries.com/definition/english/effective
- United Nations. (1948). Universal declaration of human rights [Article 26.2].
- European Commission. (n.d.) Pathways to school success.
- Gibb, N. (2015, July 9) The purpose of education [Speech]. Education Reform Summit, London, UK.
- Government of India. (2020). National education policy 2020 (p. 3). Ministry of Human Resource Development, Government of India.
- Study Australia. (2024). Schools.
- Ministry of Education, Culture, Sports, Science and Technology – Japan. (2006). Basic act on education: Chapter 1, Aims and principles of education.
- Rosenn, K. S. (Trans.) (n.d.). Federal constitution of Brazil 1988 (rev. 2017). Constitute.
- Department for Education. (2014). The national curriculum in England: Framework document.
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