At a crossroads and without a compass: an overview of the effectiveness and challenges facing secondary education in England
DOI:
https://doi.org/10.26849/bts.v44i2.696Keywords:
Secondary education, Underperformance, Public provision, School leadership, Curriculum changes, Assessment, OFSTED, Teaching profession, Crisis, Recruitment, Retention, Discontinuity, National Common Core Curriculum, OECD, Best practiceAbstract
This overview of secondary education in England covers aspects of provision including types of schools, recent curriculum changes and assessment to student progress and attainment. It describes the impact of the Office for Standards in Education, Children’s Services and Skills (OFSTED) and the situation regarding recruitment, career progression and retention in teaching. It draws on government and research documents, besides leading stakeholders, to show why the system is to be fragmented, directionless, underperforming and accentuating inequality. The section about Brazil outlines the challenges and strengths of both education systems and the importance of investing in the teaching profession.
Downloads
References
ALLEN, R. Outliers in Progress 8. London: FFT Education Datalab, 20 Jan. 2017. Disponível em: <https://ffteducationdatalab.org.uk/2017/01/outliers-in-progress-8/>. Acesso em: jul. 2018.
BARTON, Geoff. Annual Conference speech. In: ASCL ANNUAL CONFERENCE, 2018, Birmingham. [Annual…]. Leicester: Association of School and College Leaders,10 Mar. 2018. Disponível em: <https://www.ascl.org.uk/professional-development/conferences/ascl-annual-conference/geoff-barton-annual-conference-2018-speech.html>. Acesso em: jul. 2018.
BOLTON, P. Grammar school statistics. London: House of Commons Library, 10 Mar. 2017. (Briefing paper, n. 1398). Disponível em: <http://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN01398#fullreport>. Acesso em: jul. 2018.
CLADINGBOWL, Michael. Address to CASH [Cumbrian Association of Secondary Heads] Annual Conference, 2014. London, 26 June 2014.
COUGHLAN, S. League tables changes ‘toxic’ for poor white schools. BBC News, Family & Education, 25 May 2018. Disponível em: <https://www.bbc.co.uk/news/education-44196645>. Acesso em: jul. 2018.
DOLTON, P.; MARCENARO-GUTIERREZ, O. Global teacher status index. London: Varkey GEMS Foundation, Oct. 2013. Disponível em: <https://www.varkeyfoundation.org/media/2787/2013globalteacherstatusindex.pdf>. Acesso em: jul. 2018.
EDUCATION FUNDING AGENCY. Financial management and governance review: Academy Transformation Trust. London, Mar. 2017. Disponível em: <https://www.gov.uk/government/publications/financial-management-and-governance-review-academy-transformation-trust>. Acesso em: jul. 2018.
FOSTER, D. Teacher recruitment and retention in England. London: House of Commons Library, 4 June 2018. (Briefing paper, n. 7222). Disponível em: . Acesso em: jul. 2018.
GREANY, T.; HIGHAM, R. A market-led school system has put finances before needs of pupils. The Guardian, London, 30 June 2018. Disponível em: <https://www.theguardian.com/education/2018/jun/30/market-led-education-system-puts-finances-before-pupils>. Acesso em: jul. 2018.
GREAT BRITAIN. Department for Education. Initial teacher training (ITT) census for the academic year 2017 to 2018, England. London, 30 Nov. 2017a. Disponível em: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/663141/SFR68_2017_Text.pdf>. Acesso em: jul. 2018.
GREAT BRITAIN. Department for Education. Promoting fundamental British values as part of SMSC in schools: departmental advice for maintained schools. London, Nov. 2014a. Disponível em: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf>. Acesso em: jul. 2018.
GREAT BRITAIN. Department for Education. Search for schools in England and colleges to compare. London, [2018a]. Disponível em: <https://www.compare-school-performance.service.gov.uk/>. Acesso em: jul. 2018.
GREAT BRITAIN. Department for Education. Teachers in England’s secondary schools: evidence from TALIS 2013: research report. London, June 2014b. Disponível em: <http://dera.ioe.ac.uk/20391/1/RR302_-_TALIS_report_NC.pdf>. Acesso em: jul. 2018.
GREAT BRITAIN. House of Commons. Education Committee. Multi-academy trusts: seventh report of session 2016–17. London, 28 Feb. 2017b. Disponível em: <https://publications.parliament.uk/pa/cm201617/cmselect/cmeduc/204/204.pdf>. Acesso em: jul. 2018.
GREAT BRITAIN. House of Commons. Education and Health and Social Care Committees. The Government’s green paper on mental health: failing a generation. London, 9 May 2018b. Disponível em: <https://publications.parliament.uk/pa/cm201719/cmselect/cmhealth/642/642.pdf>. Acesso em: jul. 2018.
GREAT BRITAIN. National Audit Office. Retaining and developing the teaching workforce. London, 12 Sept. 2017c. Disponível em: <https://www.nao.org.uk/press-release/retaining-and-developing-the-teaching-workforce/>. Acesso em: jul. 2018.
GREAT BRITAIN. Social Mobility Commission. State of the nation 2017: Social Mobility in Great Britain. London, Nov. 2017d. Disponível em: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/662744/State_of_the_Nation_2017_-_Social_Mobility_in_Great_Britain.pdf>. Acesso em: jul. 2018.
HUTCHINSON, J. School inspection in England: is there room to improve? London: Educational Policy Institute, Nov. 2016. Disponível em: <https://epi.org.uk/wp-content/uploads/2018/01/school-inspection-in-england-web.pdf>. Acesso em: jul. 2018.
THE KEY. Summer report 2015: school leaders’ concerns about pupil wellbeing. London, [2018]. Disponível em: <https://thekeysupport.com/wp-content/uploads/2018/03/summer_report_2015_school_leaders_concerns_about_pupil_wellbeing.pdf>. Acesso em: jul. 2018.
KIRBY, P.; CULLINANE, C. Class differences: ethnicity and disadvantage. Research Brief, n. 14, Nov. 2016. Disponível em: <https://www.suttontrust.com/wp-content/uploads/2016/11/Class-differences-report_References-available-online.pdf>. Acesso em: jul. 2018.
LONG, R.; BOLTON, P. English baccalaureate. London: House of Commons Library, 4 Sept. 2017. (Briefing paper, n. 06045). Disponível em: <https://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06045>. Acesso em: jul. 2018.
LONG, R.; BOLTON, P. Faith schools: FAQs. London: House of Commons Library, 6 June 2018. (Briefing paper, n. 06972). Disponível em: <https://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06972>. Acesso em: jul. 2018.
NATIONAL EDUCATION UNION (England). Teachers and workload. London, Mar. 2018. Disponível em: <https://neu.org.uk/file/503/download?token=SFdBXnUa>. Acesso em: jul. 2018.
NATIONAL GOVERNANCE ASSOCIATION. School governance in 2017: an annual survey. Birmingham, Oct. 2017. <https://www.nga.org.uk/Guidance/Workings-Of-The-Governing-Body/Governance-Tools/School-governance-in-2017-an-annual-survey-by-NGA.aspx>. Acesso em: jul. 2018.
NATIONAL SOCIETY FOR THE PREVENTION OF CRUELTY TO CHILDREN. School referrals for mental health treatment rise by over a third. London, 14 May 2018. Disponível em: <https://www.nspcc.org.uk/what-we-do/news-opinion/one-third-increase-in-school-referrals-for-mental-health-treatment/>. Acesso em: jul. 2018.
OECD. OECD economic surveys: Brazil, 2018. Paris, Feb. 2018a. Disponível em: <http://epge.fgv.br/conferencias/apresentacao-do-relatorio-da-ocde-2018/files/oecd-economic-surveys-brazil-2018.pdf>. Acesso em: jul. 2018.
OECD. Programme for International Student Assessment. Country note: United Kingdom: results from PISA 2015. Paris, 2016. Disponível em: <https://www.oecd.org/pisa/PISA-2015-United-Kingdom.pdf>. Acesso em: jul. 2018.
OECD. Programme for International Student Assessment. Effective teacher policies: insights from PISA. Paris: OECD Publishing, 2018b. Disponível em: <https://read.oecd-ilibrary.org/education/effective-teacher-policies_9789264301603-en#page1>. Acesso em: jul. 2018.
OECD. Programme for International Student Assessment. PISA 2015 results, v. 3: students’ well-being. Paris, 19 Apr. 2017. Disponível em: <http://www.oecd.org/education/pisa-2015-results-volume-iii-9789264273856-en.htm>. Acesso em: jul. 2018.
OFSTED. The annual report of Her Majesty’s Chief Inspector of education, children’s services and skills 2015/16. Manchester, 2016. Disponível em: <https://www.gov.uk/government/publications/ofsted-annual-report-201516-education-early-years-and-skills>. Acesso em: jul. 2018.
OFSTED. The annual report of Her Majesty’s Chief Inspector of education, children’s services and skills 2016/17. Manchester, 2017. Disponível em: <https://www.gov.uk/government/publications/ofsted-annual-report-201617-education-childrens-services-and-skills>. Acesso em: jul. 2018.
OFSTED. School inspection handbook: handbook for inspecting schools in England under section 5 of the Education Act 2005. Manchester, Apr. 2018. Disponível em: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/699810/School_inspection_handbook_section_5.pdf>. Acesso em: jul. 2018.
PANAYIOTOU, S. et al. Omnibus survey of pupils and their parents/carers. London: Department for Education, July 2017. Disponível em: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/626068/PPC_Omnibus_Wave_2_Report.pdf>. Acesso em: jul. 2018.
PERERA, N. et al. Education in England: annual report 2016. [S.l.]: Centre Forum, 2016. Disponível em: <http://centreforum.org/live/wp-content/uploads/2016/04/education-in-england-2016-web.pdf>. Acesso em: jul. 2018.
RAISER, M. Brazil can improve education by copying its own successes. [S.l.]: Brookings, 6 Mar. 2018. Disponível em: <https://www.brookings.edu/blog/future-development/2018/03/06/brazil-can-improve-education-by-copying-its-own-successes/>. Acesso em: jul. 2018.
ROBERTS, J. Is Ofsted fit to judge deprived schools? London: Times Educational Supplement, 16 June 2018. Disponível em: <https://www.tes.com/news/ofsted-fit-judge-deprived-schools>. Acesso em: jul. 2018.
SAMMONS, P. et al. The impact of children’s centres: studying the effects of children's centres in promoting better outcomes for young children and their families: evaluation of children’s centres in England. London: Department for Education, Dec. 2015. Disponível em: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf>. Acesso em: jul. 2018.
TECHNICAL education reform: the case for change. London: Department for Business Innovation and Skills: Department for Education, July 2016. Disponível em: <http://dera.ioe.ac.uk/26806/1/Technical_Education_Reform_-_Case_For_Change.pdf>. Acesso em: jul. 2018.
TIERNEY, S. Graphically exposing Ofsted bias? [London]: LeadingLearner, 12 June 2018. Disponível em: <https://leadinglearner.me/2018/06/12/graphically-exposing-ofsted-bias/>. Acesso em: jul. 2018.
WHITTAKER, F. ‘Not all teachers do their best’, and 7 other things Sir Michael Wilshaw said at Festival of Education. Schools Week, 21 June 2018. Disponível em: <https://schoolsweek.co.uk/not-all-teachers-do-their-best-and-7-other-things-sir-michael-wilshaw-said-at-the-festival-of-education/>. Acesso em: jul. 2018.
Downloads
Published
How to Cite
Issue
Section
License
Commitment to the Provision of Creative Commons Licensing
The Senac Journal of Education and Work is per the BY NC license, free of charge and with no commercial purpose.
In submitting their work for evaluation, the authors undertake to make their work available through the Creative Commons-BY NC license at the website <https://br.creativecommons.org>, thus dispensing with the need for signing any other document or contract with Senac to regulate the availability of their works in the Senac Journal of Education and Work.
The author (s) further declare that they recognize the Senac Journal of Education and Work as an open access journal, whose Policies and Authors Guidelines are available to know on its official website, namely - www.bts .senac.br - and that they can be modified at any time, and immediately any new condition published online.
The names and addresses informed in this journal will be used exclusively for the services provided by this publication and are not available for other purposes or to third parties.
