Context-Specific School Improvement Plan
Individual
difference in teaching-learning is quite a common term in educational
literature. It implies that students are different from each other in terms of
their ability and capacity to learn and that they learn differently, hence
should be taught with different teaching strategies. Teachers are encouraged to
adapt to a variety of teaching strategies in order to fulfill the needs of
individual student in a classroom. At a macro-level the concept of individual
differences is equally applicable in terms of individual schools to improve.
There are
different ways of school improvement or school reform strategies. In many
countries a system-wide reform is in use. In system-wide reform process, all
schools are treated at the same scale and reform is planned and implemented on
the bases of a uniform standard approach. In such an attempt, schools’ individual
needs usually get ignored and so the intended change is either short term or no
change at all. Sometimes such a reform
has proved counterproductive in school improvement efforts especially in
schools which are in challenging circumstances.
Educational
literature on school improvement suggests to analyse the individual needs of a
school and then apply a specific planned strategies based on the needs of the
school. Each school is different in
terms of their socio-economic status, composition, and their external
influencing factors and so on and so forth. Treating schools differently to
bring improvement in schools can solve half of the problem of educational
inequality. It will also help in improving education quality in a step-by-step
process rather than jumping onto a universally acceptable solution. The later
approach can bring a short term change but the step-by-step process of treating
each school differently can bring a sustainable long term educational change.
How is such a sustainable change possible in our society? Or even if such a
change possible?’
The public
education system in developing countries is quite criticized for its low quality and effectiveness.
Given the low performing status of our schools, the educational system needs to
be more localized. Once localized, the education department of each
jurisdiction/region/area can compile facts and figures about the schools in
their area. These schools can then be classified into ‘High performing, Average
school and low performing schools’.
For the
High Performing schools a national standard plan can be applied. In this plan
the policy makers and academics along with the local system and school can
develop and implement a standard plan with a set criteria can be implemented.
In such a plan the schools will be accountable to the set standard. School
monitoring and evaluation can be standard reference and norm reference. In
standard reference school performances are assessed based on the national
standard set. In the norm reference assessment, school performances can be
crossed referenced i.e schools’ performance can be compared with other highly
performing schools.
For the low
performing schools, a very different approach of improvement needs to be
adopted. First of all an analysis of the context and need analysis can be
carried out. The situation analysis can be used as a based to develop a locally
context-specific school improvement plan. It may look at the physical structure
of the school, the resource requirements (material and human), the leadership
requirements, teachers’ professional development requirement, students’ family
background, an analysis of the community and their needs and so on. Since there
can be many diverse needs of each school in difficult situation, more than one
plan needs to be developed. The plan may advise on the physical repairing of
the school, reduced class sizes, need of expert teachers, resilient leadership,
parents and community involvement strategies, specified training needs for
teachers/leadership etc. In doing so, the local education system will develop a
locally owned school improvement system by involving the local stake holders
such as the community and the school. Monitoring and evaluation of such schools
need to more locally suited i.e assessing school performance with the school’s
past performance rather than comparing them with other schools. Such an
exercise will help in improving the school through a step-by-step process and
will not assume the status of low performing schools for competing with high
performing schools.
An
integrated approach of improvement planning can be adopted for average
performing schools. These schools can be assessed on standards and comparing
performances with other schools, however these schools should also be assessed
based on their previous performance. The planning would also integrate some
standard based set criteria and also merging the local needs of the area.
If schools
improvement plans are implemented based on a classification of schools and meeting
to the needs of each category of schools, a system reform is not far away.
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