K-12 Transformation Clock is Ticking – Time to Dive Into Strategy

Recently, governments have been asking communities, parents, students and educators for their input on everything from funding model options to school closure protocols.

However, the only context for the discourse on such specific topics is whether the proposed options align with “student success goals”. Unfortunately, the broad notion of what many Ministries have set out as student success or achievement goals provides only a long-term “vision”. What is lacking in terms of appropriate context is a sector strategy that can provide more explicit goals for propelling the Ministry and the school boards toward that vision.

With the education transformation clock ticking; governments would be better advised to step back from operational nuance and engage the sector in the bigger discussion. There needs to be a thorough and meaningful dialogue that engages all parties in identifying and prioritizing long-term goals. Only then will stakeholders be fully engaged and have sufficient context to contribute to operational decisions that will impact students, parents, educators and communities for years to come.

3 thoughts on “K-12 Transformation Clock is Ticking – Time to Dive Into Strategy

  1. Hi, you’ve got interesting reads here as I myself is an educator in tertiary level, Uni lecturer, that is. Us in the Philippines started our K-12 recently and took effect June 2010. Like you’ve mentioned, huge transformation as in our case, preparedness of facilities is one biggest issue. Currently, there’s enormous demand in primary and intermediate levels and foreseeably a “lull” for us in tertiary in 2016 is anticipated because we wouldn’t have freshmen in Uni (from secondary). So anyway, just an insight from someone who agrees 100% about what you mentioned here in this post about thorough dialogues between operators and stakeholders.

    Finally, may I congratulate the author for a very intelligent post!

  2. Thanks for your kind words and for the insights from your local system.

    Many North American school divisions that are encountering the same student enrolment bubble are either suffering from a lack of long term accurate enrolment forecasting that is synchronized with capital planning or the forecasting is accurate but the regulator (Education Ministry) is in a state of denial as a result of the potential funding implications. In either case, regulators seem unable to influence school divisions to rationalize underutilized infrastructure. Locally elected officials are not always willing to close or consolidate schools when they were elected on the platform of keeping them open no matter what the reality. But the big question in most education systems is: when will the regulator pull off the Band-Aid and rationalize the number of school divisions? But that would require a strategy. The lull in local secondary enrolment is only likely to get worse by 2016 as the number of institutions who are partnering with MOOCs doubles each year. In this regard, traditional post-secondary institutions need to re-invent themselves or be left behind.

    Bruce

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