Business to save British schools?

Business executives should be drafted into schools to help to raise standards, the new chief inspector of England's schools said yesterday as figures revealed that more than half of secondary schools were under-performing. Christine Gilbert, the head of the Office for Standards in Education (Ofsted), blamed poor leadership and management in schools for persistent poor standards. "We should certainly look at drawing in heads from business and industry," she said. "If you have teaching experience, it may get you to first base quicker, but I do think that schools could benefit from the leadership expertise of people from outside, particularly those who have taken early retirement in their 50s. They could come in as consultants or heads."

Ms Gilbert's comments came after the publication of Ofsted's annual report, which showed that 51 per cent of England's secondary schools were failing to provide a good education for their pupils. With one in eight secondaries and one in 12 schools overall judged inadequate, she said that the proportion of failing schools in England was too high. "The report card for English education has been increasingly encouraging over the past ten years, but it is still not good enough," she said. Of the 6,129 schools inspected last year, twice the proportion of secondaries (13 per cent) were judged inadequate, compared with primaries (7 per cent).

The key to raising standards was good school leadership and early intervention with primary school children, Ms Gilbert, a former history teacher, said. She acknowledged that academies were one possible response to raising standards, but said that only three of the nine inspected were judged effective. There were 46 academies operating and the Government hoped to have 200 by 2010.

Progress had been made, but inexperienced staff and problems recruiting and retaining teachers remained a significant problem. Secondaries without sixth forms suffered the greatest difficulties in raising the achievement among pupils, with more than half (52 per cent) failing to make good progress. At the same time, poor behaviour was disrupting one third of classes in secondaries, the inspectors said.

Those schools that had focused on the underlying causes of poor discipline, such as poor reading and writing skills and emotional problems, found that behaviour often improved.

More than half (58 per cent) of primaries were judged good or outstanding, but inspectors expressed serious concerns about primary teachers' "weak subject knowledge" in science, history, geography, music, art and design and technology.

Ms Gilbert's idea of appointing head teachers from outside the sector drew a mixed reaction. Liz Sidwell, chief executive of the Haberdashers' Aske's federation of schools in South London, said: "As long as the chief executive of a school has people on the management team who understand the curriculum and standards, it could work. The business skills you need to run a school are not the skills that teachers necessarily have."

John Dunford, of the Association of School and College Leaders, agreed that outsiders may make good heads, but added: "You could not recruit straight from business. School leadership is very different from business leadership and business leaders would be the first to spot that." Dr Dunford was very critial of the inspectors' report overall and accused them of setting schools up for failure. "Reports such as these will cause a crisis of confidence among the leaders of the profession unless we start to accentuate the positive aspects of schools' performance," he said. "Of the schools cited as `inadequate', many have good value-added scores for very weak intakes."

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Australian students ignorant of Australian history



More than three-quarters of Australian teenagers do not know that Australia Day commemorates the arrival of the First Fleet and the beginning of British settlement. A report commissioned by Federal, state and territory education ministers shows an overwhelming majority of schoolchildren are also ignorant of the reason for Anzac Day, or for the inclusion of the Union Jack on the Australian flag. About 77 per cent of Year 10 students and 93 per cent of Year 6 students across the nation cannot nominate the official responsibilities of the governor-general, and the great majority do not know the Queen is Australia's head of state.

The report, which is yet to be released but has been obtained by The Australian, reveals surprisingly high levels of ignorance about basic historical facts and Australia's system of government, and questions the effectiveness of the teaching of civics and citizenship. "The widespread ignorance of key information about national events and nationally representative symbols, which, it had generally been assumed, had been taught to death in Australian schools, was a surprise," the report says. "More targeted teaching is required if students are to learn about these things. Formal, consistent instruction has not been the experience of Australian students in civics and citizenship." The report says only high-performing students "demonstrated any precision in describing the symbolism of the Union Jack in the Australian flag".

Regarding the students' lack of understanding of the role of the governor-general, the report says: "One can only infer that students are not being taught about the role of the governor-general. "Many of the Year 10 students clearly did not have the knowledge outlined... as being designated for Year 6," the report says. "This was especially the case in relation to information about the constitutional structure of Australian democracy in Year 10."

The report was prepared for the Ministerial Council on Education, Employment, Training and Youth Affairs by the Australian Council for Educational Research. It tested about 10,000 Year 10 students and 10,000 Year 6 students in every state and territory.

Federal Education Minister Julie Bishop said the ignorance of Australian students about their own country revealed in the report underlined the need for the Federal Government's push for Australian history to be taught as a compulsory, stand-alone subject in years 9 and 10. "It is disappointing that so few Australian students know the basic facts about our national events and icons such as Anzac Day and the Australian Flag," she said. "I am concerned that only a small minority of Year 10 students know the reason for the national public holiday on Australia Day. "Young Australians have the right to vote at 18 years of age and should have knowledge about our nation's history and traditions."

The Howard Government introduced a Discovering Democracy program in 1997, producing and placing curriculum materials on civics and citizenship in all primary and secondary schools in 1998. The program aimed to promote students' participation in democratic processes "by equipping them with the knowledge, skills, values and dispositions of active and informed citizenship". According to the Federal Education Department, "it entails knowledge and understanding of Australia's democratic heritage and traditions, its political and legal institutions and the shared values of freedom, tolerance, respect, responsibility and inclusion". In August, education ministers approved national Statements of Learning for Civics and Citizenship, setting out common knowledge all students should possess in years 3, 5, 7 and 9, ahead of national assessment tests from 2008.

The report says half of Year 6 students achieved a proficient standard in the test, while 39 per cent of Year 10 students reached the proficient standard. It says the level of ignorance will restrict students' involvement in democratic processes. "Ignorance of such fundamental information indicates a lack of knowledge of the history of our democratic tradition, and this ignorance will permeate and restrict the capacity of students to make sense of many other aspects of Australian democratic forms and processes," it says. "Without the basic understandings, they will be unable to engage in a meaningful way in many other levels of action or discourse."

The report identifies two main concepts with which students struggle the most: "iconic knowledge" of Australia's heritage and the idea of the common good. Students had difficulty grasping the idea of a common good or strategies that refer to how individuals can influence systems for the benefit of society. "It is unclear whether students do not have such a concept at all, don't believe in the common good or do not see how individuals can act for the common good," the report says.

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

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