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tag:blogger.com,1999:blog-6180662954204012912017-04-24T11:42:53.255+01:00An Independent Headdiscusses a range of issues that impact on education particularly in the independent sector in the UAE and UK.Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-74785019951289185582017-04-23T05:50:00.000+01:002017-04-23T06:10:43.853+01:00Caveat Emptor - the perils ahead for those investing in for-profit private schools

The National 23/04/2017

It has been a tough few days for the UAE schools' market. Last week GEMS announced that their flagship ultra-premium school, GEMS Nations Academy will be 'merging' with GEMS Dubai American Academy (Education Journal Middle East 13/04/2017) and today The National has run two stories indicating that parents are shopping around because the 'High Cost of Education is the biggest challenge faced by parents.'

These stories indicate that the oversupply of schools is having an impact at every level of the UAE private schools market.

The failure of GEMS Nations is indicative that there is not a market for an ultra-Premium school in Dubai.

The effective closure of GEMS Nations Academy after only one year indicates that there is not a market for an ultra-Premium school in what is an already competitive Premium marketplace. This flagship school boasted the best teaching, small class sizes and Rolls Royce school facilities - all at an eye-watering price point that was 30% higher than most of its competitors. GEMS is a big enough organisation to absorb this loss and its merger with DAA is a useful Plan B. Its failure must serve as a warning sign not only to North London Collegiate School, Dubai who are also pitching into the market in September 2017 with ultra-premium priced product, but also to Brighton and Dwight who are coming to Dubai in 2018, and to other UK schools thinking of establishing franchise schools in the UAE.

Market forces are driving a readjustment in the private schools' market.

 The National story on parents shopping around and moving children between schools represents a readjustment in the wider private schools market. It was only in the academic year 2014-15 that the number of places exceeded the number of pupils. Any under-supplied market has the potential for rich pickings for investors, this is all the more so when it is an 'essential' product that is being sold - ex-pat parents are required by law to put their child into a private school. The consequence was that schools were able to open and thrive that do not represent good value to parents.

A market-driven schools sector is generally a good thing. Now that there is over-supply we are seeing market forces at work: parents moving children between schools, greater competition is driving up school quality, and prices are falling. However, we can also expect more school closures as 'the dark hand of the market' culls those who don't make the mark.

The challenge for school owners, governors and school leaders is to raise standards without raising prices.

The challenge for school owners, governors and school leaders is to raise standards without raising prices. This will be particularly difficult in a context of a global shortage of teachers and of rising costs due to the introduction of VAT in January 2018, and the inevitable subsequent wage-price inflation that will follow. It is likely that schools will be forced to absorb costs in order to retain market share, with the obvious consequence that returns for shareholders will fall.

These are exciting but difficult times for the private school sector. The streets of Dubai are not paved with gold - let anyone thinking of investing in the private schools sector beware - Caveat Emptor.
Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-43722227302893755562017-04-01T11:24:00.000+01:002017-04-02T08:30:19.583+01:00Has the time come to start replacing Secondary Teachers with Para-Teachers and the Application of Technology?
Ideal World v Reality

In an ideal world we would want every secondary school child to be taught by a suitably qualified specialist teacher, however we are far from that reality.

On a global level according to UNESCO, there are an estimated 263 million children who are not in education and the world will need 5.1 million more lower Secondary teachers by 2030 to meet future demand.

On a more parochial level, the UK National Audit Office report Training New Teachers (10 Feb 2016) showed that the proportion of physics classes taught by a teacher without a post A-level physics qualification rose from 21% in 2010 to 28% in 2014; Indeed the Institute of Physics in 2010 estimated that some 500 secondary schools in the UK didn't have a qualified Physics teacher.

Given that the teacher recruitment crisis is only set to get worse, has the time come to review the role of teachers and to look for new models for our schools?

In The Future of the Professions Richard and Daniel Susskind argue there needs to be new business models for education:

'It is widely recognised that there is insufficient funding available to run high quality schools and universities if teachers and professors operate in the traditional way.' (p.208)

Revisiting the Role of the Teacher

Susskind and Susskind argue that professional work should be 'decomposed', that is broken down into constituent 'tasks' and that a 'Process Analyst' should determine if these tasks could be carried out by a less qualified Para-Professional or indeed by the application of technology (See previous blogpost for a summary of some of their key arguments).

So what of teaching? Can teaching can be decomposed and the tasks either delegated to a 'Para-Teacher' or performed by the application of technology?

Teaching Decomposed

It is undoubtedly possible to break down 'Teaching' into a whole range of tasks. Indeed Governments and Trade Unions around the world have a range of views of what should be (and what should not be) the tasks that teachers do. It is difficult to find either a consensus or a list that comes without a political agenda. However, the US Department of Labor Bureau of Statistics (2015) Occupational Outlook Handbook, which is fundamentally an official careers advice site, lists ten 'duties' of a high school teacher which appear in most other lists:

Screenshot of US Department of Labor Bureau of Statistics Occupational Outlook Handbook entry for High School Teachers (captured 17/03/2017)<o:p></o:p>

Process Analysis of the 10 teacher tasks:

We then need to determine which (if any) of these tasks could be carried out by a less qualified Para-Professional or indeed by the application of technology.

Is doing this task not getting the most out of a qualified Physics teacher?

One way to facilitate tackling this question is to imagine a school that only has one suitably qualified Physics teacher when it really needs three. The school leader might want to maximise the impact that the one Physics teacher has on the teaching of Physics across the whole school. Which of the following tasks would the school leader be able to delegate to a lesser qualified Para-professional (or non-Physics graduate qualified teacher)? Can any of the tasks be carried out by the application of technology?

Planning Physics lessons;

Assessing students to evaluate their abilities, strengths, and weaknesses in Physics;

Teaching students Physics in full class settings or in small groups;

Adapting Physics lessons to any changes in class size;

Grading students' assignments and exams to monitor progress in Physics;

Communicating with parents about students' progress in Physics;

Working with individual students to challenge them, to improve their abilities in Physics, and to work on their weaknesses;

Preparing students for standardized Physics tests required by the state;

Developing and enforcing classroom rules and administrative policies;

Supervising students outside of the classroom—for example, at lunchtime or during detention;

A Process Analysis might decide that

Planning Physics lessons needs to be done by a Physics professional, However, the planning of lessons could be centralised and done by one person who ideally (but not necessarily) would be in the school.

Assessing students might be done in a number of ways including by professional judgment of a Physics teacher; by tests marked by the Physics teacher or by a Para-Teacher with a mark scheme; and by online adaptive testing.

Teaching students might be done in a number of ways including by a Physics teacher physically in front of a class or by video-conferencing; by online lectures; and through online courses.

Adapting Physics lessons might be done most easily by a Physics professional, but can also be done by adaptive online courses.

Grading students' assignments and exams by professional judgment of a Physics teacher or by a Para-Teacher based on assessment and objective criteria; and electronically as the result of online adaptive testing.

Communicating with parents about students' progress might be done through traditional means such as written subject reports or parent-teacher meetings, but might also be done through teachers have 'live' online markbooks which are available to parents.

Working with individual students is best done by a Physics professional.

Preparing students for exams might be done by revision lessons run by a Physics professional, but increasingly there are online revision resources (e.g. BBC GCSE Bitesize) and online self-testing programs.

Developing and enforcing classroom rules is not directly Physics related and could theoretically be carried out by a less qualified Para-Professional.

Supervising students outside of the classroom  could be carried out by a less qualified Para-Professional.

Decomposition and the Question of Quality of Outcomes for Student Learning

The next step is for the Process Analyst to determine the relative quality of outcomes for student learning of these teacher tasks being performed by a qualified classroom teacher following the traditional model and the alternatives: the 'Para-Teacher' or 'Application of Technology' models.

If we accept that Assessing Students might be done by a Para-Teacher with a mark scheme or by online adaptive testing. are these alternative models better/similar/ worse for student learning than assessments conducted by a qualified Teacher?

Whilst the qualified professional is likely to be qualitatively better at conducting many of the teacher tasks, it is quite possible that there are circumstances where the alternative models may be better, particularly when we take the matter of scale into consideration. For example, a teacher may be able to produce personalised learning plans which address individual concerns and go at an appropriate pace for each student for a small number of students, but this level of differentiation may not be possible when teaching a large number of sets and with large class sizes. Conversely, an online adaptive course with built-in assessments might be able to provide personalised learning plans and assessments for thousands of pupils at a time.

And so . . . .?

As the statistics given at the start of this post suggest, we are already facing a challenge of recruitment of specialist teachers. Many schools are already having to explore alternative models to staff lessons in 'shortage subjects'.

We have to recognise that the traditional model of a suitably qualified specialist teacher standing in front of a class of 30 pupils is a luxury form of education that that most societies can no longer afford.

Although many in the profession recoil at the thought of revisiting our traditional classroom model, it is time to abandon our idealism and find a way of delivering the best possible form of schooling that is practically possible. The 'Para-Teacher' and the 'Application of Technology' are likely to have a significant part to play in the future of secondary education.

Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-11529126642754679312017-03-30T14:24:00.000+01:002017-03-30T14:36:16.952+01:00The Future of the Professions by Richard and Daniel Susskind - Summary of some key ideas

Richard and Daniel Susskind's The Future of the Professions challenges the view that white collar jobs will be immune from the impact of technological advances into the workplace. Indeed, the authors go so far as to detail the road map 'how technology will transform the work of human experts':

'In the long run, increasingly capable machines will transform the work of professionals giving rise to new ways of sharing practical expertise in society' (p.303)

with a consequence that

'Decades from now, today's professions will play a much less prominent role in society.' (p.271)

They argue that reform of the professions is not only inevitable, but that it is long overdue.

The role of the professions - the Grand Bargain

At the heart of Susskind and Susskind's argument is a particular understanding of the relationship between society and the professions. 'The professions are responsible for many of the most important functions and services in society' and their fundamental role 'is to provide access to knowledge and experience that non specialists lack' (p.268). Society affords the professions protection and status in return for providing these services fairly in an arrangement which they call 'the grand bargain':

'In acknowledgement of and in return for their expertise, experience, and judgement, which they are expected to apply in delivering affordable, accessible, up-to-date, reassuring, and reliable services . . . we (society) place our trust in the professions in granting them exclusivity over a wide range of socially significant services and activities, by paying them a fair wage, by conferring upon them independence, autonomy, rights of self-determination, and by according them respect and status.' (p.23)

Thus the purpose of the professions is to provide solutions to issues which individuals within society commonly face: ill-health, disputes, lack of education, the need for news and navigating the tax system.

The authors believe that the professions are ripe for reform and should lose their privileged status because they have broken this bargain, in that they do not provide these services that are either 'affordable' or 'accessible':

'levels of access and affordability to the practical expertise that the professions provide fall short of acceptable. The combination of these two reasons - the importance of what they provide, and the current inadequacy of the provision - overwhelms the case to protect the craft.' (p.247 - also p.269)

Automation and Transformation of the Professions

The authors outline how automation is likely to come to the professions by examining some of the practices that have been adopted by those in the vanguard of change:

Education

Online learning - Khan Academy etc.

Flipped Blended Learning

Learning Analytics

Law

Document Assembly Systems (e.g. ContractExpress) which can generate high quality documents after interactive consultations with users.

Online Dispute Resolution (e.g. Modria which is behind eBay and PayPal's resolution service)

Tax and Audit

Online computerised tax preparation software (e.g. TurboTax in the US)

Online Accounting software (e.g. Quickbooks)

Computer-Assisted Audit Techniques (e.g. PwC's system, Aura)

Medicine

'Telemedicine' using video links to make diagnoses or to aid with operations from a distance;

Robots assisting surgeons to conduct delicate operations with greater dexterity than is possible by a human;

the rise of online medical platforms and 'GP intelligent monitoring', 'remote monitoring' by smart devices and apps;

Robotic Pharmacy (e.g. the University of California at San Francisco which has a pharmacy staffed by a single robot);

Eight Patterns and Trends

Decomposition, Process Analysts, Para-professionals and Delegation

One of the most important observations that Susskind and Susskind make is that when we are talking about the future of the professions, we need to move on from seeing the machine v human debate in binary terms. They are not talking about a robot replacing a lawyer/teacher/doctor in the way that a robot might replace a human worker on the production line of a car manufacturing plant. However when we 'decompose' or break down what lawyers/teachers/doctors do into tasks, we can see there there is scope for some of these to replaced with automated systems - or indeed by lesser qualified human beings.

We argue that professional work should be decomposed, that is broken down into constituent 'tasks' – identifiable, distinct, and separate modules of work that make it up. Once decomposed, the challenge then is to identify the most efficient way of executing each type of task, constituent with the quality of work needed, the level of human interaction required, and the ease with which the decomposed tasks can be managed alongside one another and pulled together into a coherent offering. (p.212)

Leading on from this, the authors argue that one of the key roles for professional organisations in the future is that of the 'process analyst' whose role is 'to identify the level of person best suited for the range of decomposed tasks (p.124).

On analysis, it is frequently becoming apparent in various disciplines that para-professional who are sufficiently trained, knowledgeable, and equipped can undertake tasks that were previously taken on by senior professionals. (p.124-5)

The delegation to para-professionals may lead to replacement by automated systems:

The features of tasks in the workplace that make them amenable to delegation and para-professionalization - that they are well bounded and can, in part, be captured in standard processes - are precisely those features that render them strong candidates in due course for the application of technology (both automation and innovation). (p.125)

Decomposition and Para-professionalism in Schools?

This all begs the question of whether or not teaching can be decomposed and the tasks either delegated to a 'Para-Teacher' or performed by the application of technology. This is the subject of my Master's Dissertation with the Ashridge-Hult Business School and I will be discussing some of the ideas here in a subsequent blogpost.

<o:p></o:p>
Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-91861936313852722362017-02-21T07:22:00.000+00:002017-02-21T07:22:06.864+00:00Private School Fee Increases and the KHDA's Education Cost Index

This week the KHDA published its annual Education Cost Index (ECI) which determines the maximum amount by which private schools in Dubai can increase their fees. The ECI is set at 2.4% which means that

'Outstanding' Schools can increase their fees by 4.8% (2.0 x the ECI)

'Very Good' Schools can increase their fees by 4.2% (1.75 x the ECI)

'Good' Schools can increase their fees by 3.6% (1.5 x the ECI)

All other schools can increase their fees by 2.4% (the ECI).

The issue of increasing school fees and making money out of educating children is an emotive one. The ECI is an important mechanism to protect parents from organisations profiteering from education. Ultimately, parents are reticent about moving children from the schools in which they are settled because of fee increases.

ECI Theory and Practice

In theory, the ECI incentivises for-profit organisations by allowing those schools who have invested in achieving high standards to increase fees by a higher rate. However, it may argued the unintended consequence of this is that good schools have the income to get even better, whereas weaker schools are caught in a poverty trap by not having the capital to make necessary improvements.

Where does the money go?
Much depends on where the additional income from the fee increase goes: whether it is reinvested in the school (as it is in full in the not-for-profit schools) or whether it goes to line investors' pockets. All schools should be transparent about the percentage of school fees that goes on profit to the investors so that prospective parents can make informed choice of school.

At JESS, Dubai, we publish these data on our website and 100% of any annual surplus is reinvested in the school.

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-36962863386688933512017-01-29T08:20:00.000+00:002017-02-23T11:35:36.629+00:00How Virtual Reality is changing how children learn in the classroom
Virtual Reality is the latest in a long line of new technologies which can be harnessed by teachers to help them make their classrooms come alive; to improve further the learning experience of their pupils. Over the past twenty years', teachers have used videos, DVDs, classroom projectors, interactive whiteboards, and 3D projectors and now they can call upon Virtual Reality. So, what is Virtual Reality (VR) and how it so different?

What is Virtual Reality?

In order to experience Virtual Reality, the user needs to put on a headset in which a 360° panoramic image is projected. The technology is simple, it works very much in the same way that enabled a previous generation of children to enjoy 3D images through a Viewmaster. The headset projects a slightly different image to each eye, which gives a 3D effect. As the viewer moves his head to the left and right, the image moves giving a strong feeling of being in situ. By turning around, the viewer can see what is behind him; by looking up he can see what's above him-it's 'real'!

Surprisingly, it is possible to create a VR experience for less than US$5 by purchasing a simple cardboard kit into which a smartphone can be inserted. The 360° panoramic images used for the 'virtual experiences' are produced in two ways. They can be filmed by a 360° camera, in just the same way that Google Street View is mapping cities of the world. Or, they can be computer-generated as in console action games, such as Call of Duty. There are thousands of 360° videos available free on YouTube (just search for '360° videos') and this number will increase exponentially as 360° cameras become commonplace.

What makes Virtual Reality different?

The greatest difference between VR and, say, watching a DVD is that VR is an active rather than a passive process. It feels like the real experience. Because the viewer is controlling where he looks and what he focuses on, this inevitably leads to greater engagement. Indeed, Virtual Reality allows the user to experience what is going on in a way that feels authentic. The first time that I put on a VR headset, I went on a roller coaster ride – the experience was so immersive that I had motion sickness! This was not a passive activity it felt real – I experienced every dip and turn. It is this characteristic of creating an experience that makes VR such a versatile and powerful tool for the classroom.

Virtual Tours

I am sure we can all recall the experience of trips out of the classroom during our own school days. To be able to see what had been discussed in the classroom gave a clarity and strong memory association that no text book can ever hope to achieve. A huge strength of Virtual Reality in schools is that it gives almost limitless scope for teachers to take pupils on trips anywhere in the world without leaving the grounds. A class can visit China and experience what it is like to walk up and down the crumbling steps of the Great Wall, they can take a stroll along Wall Street gasp at the view from the top of the Burj Khalifa, or even to dive the Great Barrier Reef. All these 'visits' are available in the classroom within a matter of minutes – a further bonus for the teacher is that there's no risk assessment, no budget and no buses!

But Virtual Reality allows teachers to go further, for VR makes it possible for a pupils to experience the impossible.

Time Travel

Virtual Reality allows pupils to go back in time to experience key events in history. It is possible to be there as Martin Luther King makes a great speech; they can wade through World War I trenches, they can be in a dog-fight in the Battle of Britain, build a pyramid in Cairo witness the Execution of Mary Queen of Scots.

Space Travel

VR has also made Space Travel available for all. The publication by NASA on YouTube of 360° panoramas of Mars and Pluto makes it possible for teachers to take their classes to outer space. Pupils can explore the Martian landscape from atop the Mars Rover - no space suit required.

Personalised Learning

In the past few weeks at JESS, Dubai, Year 5 have met some ancient Egyptians, Year 4 have been to London, Foundation 2 travelled into Space and Year 6 went to Ancient Greece. The children 'felt' what it was like to be there and the experience helped them to develop mature responses at a significantly deeper level than would ever be possible from watching a video. Possibly the greatest strength of VR is that the experience is personalised – the child is in control of the experience, he can go at his own pace, choosing to look at what he wants, taking time to look for detail, moving on only when ready.

Teachers should always be on the look-out for new ways to enable young people to learn, to help them understand more about the world around us and Virtual Reality can now be the latest addition to their toolbox of ways to inspire – and what an exciting addition it is!

This article was published in Emirates Airlines' Absolutely Education Issue One (Feb 2017)

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-91250752483732006392017-01-12T04:15:00.000+00:002017-01-14T13:32:18.098+00:00Olympic Sport and the Nation's HealthMy article published in the latest edition of the HMC Insight magazine

Related posts

Independent School Medallists at the Rio Olympics 2016

Independent School Medallists at the London Olympics 2012

Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-37374001839018167592016-12-07T05:36:00.000+00:002017-01-12T04:32:40.065+00:00The Future of Schooling – A view from the Middle
This article was published in The National on 20th December 2016

The Challenge

Source: Richard F. Elmore, Harvard University,

Supporting Strong Instructional Practice Feb 2015

One of the greatest challenges for Education in the Twenty-first Century is that there is an ever-increasing divide between the demand for learning and the supply of schooling. This is seen most obviously in the global shortage of teachers, but it extends to dearth of school leaders and to the unavailability of schools themselves. According to UNESCO, there are an estimated 263 million children who are not in education and the world will need 3.3 million more primary teachers and 5.1 million more lower Secondary teachers by 2030. There is no easy solution to this problem, but I believe that lessons from how the Middle East is addressing the problem may provide a solution that will work in other parts of the world.

You might ask, 'Why would a solution come from the Middle East? Why not from the most developed Educational systems of Europe and North America?' Well, I believe that the answer to that lies what Clayton M. Christensen of the Harvard University Business School, calls 'Disruptive Innovations' - i.e. innovations which transform the entire form of organization and management of established institutions. Christensen argues that one of the characterististics of 'Disruptive Innovations' is that that they 'originate in Low-End and New-Market footholds' ('What is Disruptive Innovation?' HBR December 2015). On this basis, it is more likely that a solution the Learning-Schooling problem should be found in emerging educational market of Dubai than in established settings of the the US or the UK independent sectors.

Lessons from Dubai

The traditional model for schooling around the world was one where education was provided by Governments or by charitable not-for-profit organisations. In the UK, the church and the independent schools, and subsequently the State provided education. No one countenanced the concept of making a money out educating children. Indeed, prior to the recent machinations by the UK Charity Commission, the provision of education was considered an inherent good for the wider benefit of society [a concept in which many of us still believe].
However, Dubai is different. Today 92% of the population are immigrants – economic migrants if you like – who can never be citizens of the UAE. In this context, the State recognizes the need for there to be good schools in order to attract workers to Dubai, but, understandably, sees no reason to provide education for the children of ex-pats free of charge. The consequence has been the growth of the Private School sector. In the early days of the UAE (the nation is only 45 years old) the first schools were founded by the companies working in the country – they were Not-For-Profit following the UK, French or US models. Today 95% of Private Schools in Dubai are For-Profit. The expansion of Dubai is so fast, that the Not-for-Profit sector is not equipped to respond – with the inevitable consequence that the For-Profit sector has filled the void. Market forces play out on the Dubai stage in a way that, I believe, will be a model around the world. So what lessons can we learn For-Profit sector in Dubai?

The Dubai For-Profit Sector

The For-Profit sector in Dubai, unsurprisingly is driven by the economic drivers of 'return-on-investment', 'economies of scale', scalability, differentiated markets and keeping costs down – especially of staffing. However, there are three important characteristics of the For-Profit sector that, I believe, will shape global schooling in the future:

The For-Profit groups offer education at different price points: The For-Profit groups offer Premium, Mid-range and Budget in the same way that airlines offer First Class, Business and Economy seats on their planes. The differentiators between the price points are school and class size, the range of facilities available in the school, the qualifications of teachers, and the amount of teacher-pupil contact time in the week.

The For-Profit Groups invest in central I.T. systems:Nord Anglia have developed the Nord Anglia University as a global CPD portal for teachers. GEMS have developed a share VLE for their schools and have introduced 'blended learning' programmes which have moved the process of teaching and learning away from the traditional model of a teacher standing in front of a class.

The For-Profit Group invest in top talent for key leadership roles:GEMS have attracted top educationalists from around the world to drive their educational and IT learning strategies.

Looking into the Crystal Ball – Five Prophecies for the Future of Schooling

So if we apply the principles of Dubai's For-Profit sector to the global Learning-School problem, what solutions might we see?

1. Education For-Profit will become the norm around the world. Not-for-Profit education is not equipped to meet the global demand for education, the inevitable consequence is that the For-Profit sector will fill the void.

2. Being taught by a specialist teacher in a classroom at Secondary level will be a luxury. Technology won't replace teachers everywhere – but it will in many places. In the future, it will only be Premium Secondary Education that will be delivered by specialist teachers in classrooms drawing on a range of real and virtual resources. Budget Secondary Education will not have subject teachers, but will be delivered totally through online courses on learning platforms. However, for many young people around the world this will be better than the present situation of receiving no education at all. Mid-Range Secondary Education will be delivered by "super-teachers" via Virtual-Reality Conferencing. The For-Profit will invest in new technologies in order to maximise the impact of teachers.

3. Virtual Reality Teaching will be the disruptor of Secondary education. We also already have 'Virtual Teaching' through video conferencing which enables pupils around the world to be taught live by a remote teacher. Furthermore, 'Virtual Reality' already enables pupils to travel through time and space – to experience the ancient Colosseum in Rome, life in the trenches or a World-War One dog-fight with the Red Baron. Once these two technologies are combined so that we have 'Virtual Reality Teaching', it will be possible for a pupil can put on a headset and 'feel' as if they are in a real classroom with a world-class teacher, or be taken on a virtual school visit to any place in time and space.

"After Games, we're going to make Oculus a platform for many other experiences. Imagine enjoying a courtside seat at a game, studying in a classroom of students and teachers all over the world, or consulting a doctor face-to-face – just by putting on your goggles at home." Mark Zuckerberg
4. There will be 'superstar teachers' commanding very high salaries. One of the consequences of the rise of Virtual Reality Teaching is that there will be the rise of superstar teachers. The For-Profit sector has a proven record of investing in talent where it can made wider savings. It will inevitably pay to attract top talent, particularly in shortage subjects and their global educational networks will provide a platform which will enable great Virtual Reality teachers will be able to reach millions of students. These teachers will inevitably be very well paid and, given the nature of the C21, it is likely that they will be famous and become celebrities.

Humanoid 'Nao' robots Manufactured by
Aldebaran are being trialled
in S. Australia

5. Primary Teachers will be assisted by Robots. Young children at a formative stage of development need human interaction to shape their learning, thus it is highly unlikely that it will ever be possible to replace teachers in primary schools with technological solutions. One consequence of the predictions for secondary education outlined above is that primary schooling will need to teach the skills to enable young people to access non-classroom based forms of education. It is quite possible that robots will replace Teaching Assistants, performing basic instructive tasks such as teaching basic mathematics and listening to children read.

Final Thoughts on the Future of Schooling
Prophecy is more about reading the signs of the time and working out a likely a future position from the direction of travel, rather than predicting the future receiving some dislocated revelation from on high. Prophets are rarely popular because they are usually delivering a message that people don't want to hear. I believe that the signs for a possible future of schooling are there for all to see.
In an ideal world every child in the world would receive the quality of education that is available at Eton, or Phillips Exeter Academy (or even at Dubai College or JESS for that matter) but that isn't going to happen. The reality is that there is inequality of educational provision in the world and that that is very unlikely to change.
The challenge to every true educationalist is how that we can give every child the opportunity to have at least some form of basic education. Ideally, Governments supported by the Not-for-Profit sector would provide the solution because I believe that we have to be very careful about how we make money out of something as fundamental as the provision of a child's education. Sadly, the global political will to achieve this is absent. Thus my hope is, as Diamandis and Kotler argue in Abundance, that the combination of new technologies and billionaire philanthropy will change the world. Unless that happens the approach taken by the For-Profit Sector in the UAE is likely fill the void and that stands as a warning to us all.Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-87246895048821372142016-12-01T06:52:00.000+00:002017-01-12T04:33:18.344+00:00The Future of Schooling - A view from the Middle (Presentation)A presentation given at the Digital by Design, Digital by Default – ISC Digital Strategy Group Conference 2016 held on Thursday 1st December at Microsoft, Reading, UK.

Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-16436925098853551672016-11-16T03:42:00.000+00:002016-11-16T03:42:34.386+00:00Empowering School Leaders to Manage and Lead I.T.A presentation given at the Digital Education Show in Dubai on Wednesday 16th November, 2016.

  Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-55032801622228610092016-10-08T11:47:00.000+01:002016-12-06T07:48:55.854+00:00What is Digital Governance and why you need it in your school - Digital Governance Part Two

An Introduction to Governance

Corporate governance structures exist to ensure that executive management act in the best interest of the organisation/shareholders and not merely to maximise their own self interests. For example, school leaders will be familiar with the concept of Financial Governance which ensures that employees know the limits of their authority to commit the organisation's financial resources. This usually takes the form of policy document which outlines the rules on expenditure, contracts, salary levels etc. Digital Governance works in a similar way.

Digital Governance

An organisation's Digital Governance document is in effect the rule-book outlining

why the strategy is the way it is (the principles on which the strategy is founded)

who can make IS/IT decisions;

how IS/IT decisions are made;

what is permitted in the organisation.

Digital Governance ensures that a year group/department/colleague can't declare UDI and strike off in their own direction. These policies outline the rules for anyone who wants to purchase a new device/software program/app, and put in place procedures to check that the proposed development is aligned to the school's wider strategy and compatible with the rest of the IS/IT network.

"[It] is concerned with promoting consistent and coherent decision-making behaviour across an organisation regarding Information Systems (IS) and Information Technology (IT) in order to maximise the value the organisation derives from IS/IT" (Peppard and Ward, 2016, 368).

The 'Why' of Digital Governance

Digital Governance allows an organisation to align IS/IT developments to the wider vision and direction for the organisation. For example, Digital Governance enables organisations to standardize systems and processes, which ultimately bring greater efficiency and reduced costs. Digital Governance is a way to break down the 'silo culture' of some organisation as it puts structures in place which encourage alignment and collaboration.

The 'Who' of Digital Governance

There is significant debate about who should be making IS/IT decisions. There are real dangers in leaving these decisions to IT Network Managers as, too often, decisions are made from self-interest. Equally, there are dangers in allowing enthusiastic administrators/ educationalists who do not understand the technical aspects of school networks to dominate -they are fundamentally responsible for the legacy spaghetti. Instead, it is worth considering two other common models:

Digital Governance Committees. These groups combine some of the senior team with teachers and the Network team. Together they can evaluate new technologies and put in place the necessary infrastructure to ensure that it is effective. Such a group is well placed to draft the initial Digital Governance Document and to revise it as necessary. Large organisations may like to differentiate between a wider digital governance group, which oversees policy, and a narrower network architecture group, which looks at the technical specification of the network required to deliver that strategy.

Digital Leadership Roles. It has become quite common for large firms in industry to appoint 'Chief Digital Officers' (CDOs) to drive digital change from an executive level. Some schools have appointed Assistant/Deputy Headteachers/Principals to fulfil this role. This is undoubtedly an excellent solution as it means that a single senior leader has time and authority to drive the necessary change. However, the difficulties are cost and finding a candidate with sufficient pedagogical and technical knowledge to be able to do the role effectively.

The 'How' of Digital Governance

As with all other areas of school life, there are inevitably good ideas competing for limited resources. The Digital Governance document should define the process by which IS/IT decisions are made and how competing IS and IT priorities should be managed and implemented. It is often helpful to consider these as either 'demand' or 'supply' decisions:

'Demand' Decisions include deciding how much to invest in IS/IT and how these decisions are prioritised. ('We want to be able to . . . . ')

'Supply' Decisions include deciding on required IT capability, how projects and programmes will be managed, and IT services delivered. ('Here's how you can do it . . .') After Peppard and Ward, 2016, 371

The 'What' of Digital Governance A Digital Governance document should define the School's IS/IT policies on the following areas:

Define the core Information Systems for the organisation

At JESS our core Management Information System is iSAMS and we are endeavouring to consolidate other systems into it.

At JESS, we are moving to a Teaching and Learning environment in Office365, migrating away from a locally held Intranet.

Define the compatibility requirements for new software

At JESS we are endeavouring to ensure that all educational software can either be run from remote desktop, or on the Cloud. o

We are endeavouring to ensure than all other administrative systems integrate with iSAMS.

Set out the rules for procuring Cloud-based services. There is a trend away from making a one-off purchase of a 'software package' to contracting for 'software as a service' on an annual licence. The same applies to 'storage as a service'. In many ways these are no different from other contracted services which fall under the remit of financial governance.

Define the specification for hardware procurement outlining specification requirements and clear expectations in terms of performance. This should include the specifications for Servers, Switches, Cabling, End-user devices, and other Peripherals (especially printers!) o There is much to be said for having an agreed specification for the 'standard classroom' – this brings greater reliability to the system, allows for quick and easy replacement if a piece of kit fails, and aids familiarity for teachers moving between classrooms. o For example, at JESS we have a policy of replacing Interactive White Boards (IWBs) with 75" Screens. This means that we will not be replacing like-for-like when IWBs fail. (In practice, we reallocate resources to ensure that the new monitor is installed in the location in the organisation where it will be most effective, which is not necessarily the classroom where the IWB failed.)

Define BYOD and Guest User Policies. Schools need to have clear policies on Bring Your Own Device and outline the Terms and Conditions under which non-school devices might be connected to the network.

Define the School's User Behaviour and Security Policies. It is essential that school have clear policies relating to data access and levels of security, which outline what to do if the event of a failure or breach. These should sit alongside the school's Acceptable Use Policy (AUP) which defines the way in which all users in the organisation conduct themselves on the network and online.

Given the fast-moving nature of IS/IT, each policy needs to be subject to regular review, at least at six month intervals, although it makes sense to review hardware specifications on a monthly basis, given the rate of change in this area.

Links, References and Further Reading:

Does your school have a legacy spaghetti network? - Digital Governance Part One

Peppard and Ward The Strategic Management of Information Systems Fourth Edition 2016, pp.366-389

Westermann, Bonnet and McAfee Leading Digital 2014, Chapter 7 pp.133-151

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-29781934077664530512016-10-08T11:04:00.000+01:002016-10-08T12:06:19.200+01:00Does your school have a legacy spaghetti network? - Digital Governance Part One

Does your school have a
legacy spaghetti network?

Most school IT systems have evolved with well-meaning enthusiasts in the vanguard of the IT revolution: a school management system here, a time-tabling package there; a laptop programme in Physics, an iPad programme in French; a great app for English teaching here, a graphing package for Maths there.

Most school networks are testimony to at least a decade of anarchy.
It is common for schools to hold data in multiple databases and to use a range of local, network and web-based packages which aren't integrated. Each new teacher and administrator joining the school brings great new ideas and 'innovation' and, with it, even more complexity to an already overloaded system. The result is what Information Systems experts term legacy spaghetti.
Ultimately this situation is a failure of a past school leadership which did even know they needed to understand how IT systems work before setting them up. Such an oversight is both understandable and forgivable for it was a time when IT expertise was not part of the school leader's toolkit, but it does pose a significant challenge for today's school leader.
Why is legacy spaghetti a problem?
'Legacy spaghetti schools' are tying themselves up in more and more layers of complexity that mean that pupils, teachers and school administrators are wasting precious time and resources. At some point the school reaches a point (and perhaps yours is already there) when the whole system begins to run so slowly that upgrades and simply adding more RAM and Terabytes just won't solve the problem. In the long run legacy spaghetti means that the school network will no longer be fit for purpose will prevent schools from keeping up with innovation. Resolution of these historic issues is possible but it does require strong Digital Leadership today and good Digital Governance going forward.

In Part Two Digital Governance - What it is and why you need it in your school I will explore what is Digital Governance and how schools can put it in place.
Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-6347291962667187542016-10-06T11:00:00.000+01:002016-10-06T11:05:23.050+01:00Leading Digital – Turning Technology into Business Transformation by Westmann, Bonnet and McAffee – Key Points

Leading Digital outlines how firms in any industry can harness digital technologies to gain strategic advantage. The book categorises four types of organisation according to their 'level of digital mastery' with the follow characteristics:

Beginners – an immature digital culture usually with a management sceptical of the business value of advanced technologies;

Fashionistas – a digital culture which lacks an overarching vision; but has many advanced features which exist in silos.

Conservatives – an overarching digital vision which is underdeveloped, but active steps are being taken to build digital skills and culture; there is strong digital governance across silos.

Digital Masters – a strong digital culture flowing from an overarching digital vision with excellent governance across silos; many digital initiatives generating measurable business value. Digital Masters combine digital capabilities and leadership capabilities to achieve performance that is greater than either dimension can deliver on its own.

The book also has some very useful self-assessment tools:

How well is your organisation building digital capabilities?

How well is your organisation building leadership capabilities?

Structure of the Book

Part One: Digital Capability: the what of digital mastery

How firms engage with customers and how they can create a 'compelling customer experience'.

How digital technologies can transform operational processes and 'exploit the power of core processes'

How digital technologies can produce and reinvent new business models.

Part Two: Leadership Capabilities: the how of digital mastery

How to create a 'transformative digital vision'.

Re-envisioning the customer experience

Re-envisioning operational processes

Combining both of these to re-envision business models

How to engage and energize employees to make the vision a reality.

How to put in place good 'Digital Governance' which will keep the transformation on the right track. o Standandise o Automate o Accelerate

How to develop 'technology leadership capabilities' to drive the transformation forward.

Part Three: the Leader's Playbook for Digital Transformation – concrete management guidance on how to get started.

How to frame the 'Digital Challenge'

How to focus investments

How to mobilise the organisation

How to sustain the change.

Some favourite quotes from the book:

"The digital operations advantage is about more than great tools. It's a combination of people, processes, and technology connected in a unique way to help you outperform you competitors." p.69

"Companies fall apart when their model is so successful that is stifles thinking that challenges it." p.87

"Leadership capabilities are essential to achieving true digital transformation, they turn digital investment into digital advantage." p.95

"When your technology leadership capabilities are weak, everything is a risky struggle. When they are strong, you can do great things." p.171

"Focussing investment is where the rubber meets the road in digital transformation." p.189

Some thoughts in response to the book

Digital technologies have not brought cost savings in education because of increased compliance.

Digital transformation will not be possible in secondary schooling until it is liberated from the shackles of the (British) examination system.

So many schools have not imposed digital governance. Enthusiasts have been allowed to run off in all directions. There needs to be a balance between empowerment and anarchy.

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-35085065886785022022016-08-25T06:20:00.000+01:002016-08-25T06:22:24.717+01:00The Pivotal Role of School Middle Leaders in Setting and Maintaining StandardsA presentation given as part of Developing Middle Leaders INSET at Ranches Primary School, Dubai on Thursday 25th August 2016

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-18831966631231981682016-08-10T04:59:00.000+01:002016-09-02T15:45:31.079+01:00Independent School Medallists at the Rio Olympics 2016

Independent Schools continue to make a significant contribution to British Sport (28% of Team GB for Rio 2016 come from Independent Schools) - this is something that we should celebrate.

The final statistics in detail:

62 women have won medals for Team GB (2 won two medals), 22 of whom were educated at a UK independent school – 35%

73 men have won medals for Team GB (1 won 3 medals, 5 won 2 medals), 20 of whom were educated at UK independent schools (2 won 2 medals) – 27%

135 competitors have won medals for Team GB, 42 of whom were educated at UK independent schools – 31%

Congratulations to the following former pupils of Independent Schools who have won medals for Team GB at the Rio Games:

Gold Medals:

Cycling

Katie Archibald (Glasgow Academy) Team Pursuit (WR)

Equestrian

Nick Skelton (Bablake) Individual Showjumping

Hockey

Crista Cullen (Oakham)

Alex Danson (Farnborough Hill)

Maddie Hinch (King's, Taunton)

Shona McCallin (Repton)

Lily Owsley (Clifton College)

Sam Queck (Birkenhead High - then GSA)

Susannah Townsend (Sutton Valence)

Georgie Twigg (Repton)

Nicola White (Oldham Hulme Grammar)

Rowing

Helen Glover (Millfield) Coxless Pair

Heather Stanning (Gordonstoun) Coxless Pair

Constantine Louloudis (Eton) Coxless Four

George Nash (Winchester) Coxless Four

Tom Ransley (King's Canterbury) Eight

William Satch (Shiplake) Eight

Andrew Triggs-Hodge (Belmont Grosvenor) Eight

Phelan Hill (Bedford) Eight

Sailing

Hannah Mills (Howell's, Llandaff) 470

Triathlon

Alistair Brownlee (Bradford Grammar)

Silver Medals

Canoeing

David Florence (Stewarts Melville) C2

Equestrian

Fiona Bigwood (Croydon High) Team Dressage

Karl Hester (Elizabeth College, Guernsey) Team Dressage

Rowing

Victoria Thornley (Rydal Penrhos) Double Sculls

Olivia Carnegie-Brown (Queen Anne's Caversham) Eight

Katie Greves (Headington) Eight

Frances Houghton (King's Canterbury) Eight

Polly Swann (George Heriot's) Eight

Zoe de Toledo (St Paul's) Eight

Rugby Sevens

Dan Bibby (Kirkham Grammar)

Alex Davis (QEH Bristol)

Ollie Lindsay Hague (Millfield)

Tom Mitchell (Worth)

James Rodwell (Berkhamsted)

Marcus Watson (St George's Weybridge)

Swimming

James Guy (Millfield) 4x200m Freestyle Relay

Duncan Scott (Strathallan) 4x200m Freestyle Relay

James Guy (Millfield) 4x100m Medley Relay

Duncan Scott (Strathallan) 4x100m Medley Relay

Triathlon

Jonathan Brownlee (Bradford Grammar)

Bronze Medals

Athletics

Emily Diamond (Bristol Grammar) 4x400m Relay

Diving

Tom Daley (Plymouth College) Synchronised 10m Platform

Gymanastics

Amy Tinkler (Durham High) Floor [NB current pupil]

Looking Back to London 2012

Why did pupils from Independent Schools win so many Olympic medals in London 2012?

Independent Schools and Team GB Medallists in London 2012- The final Stats

My thanks to Georgina Belcher at the ISC for helping me with identifying the former schools of TeamGB.
Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-68670853082552126962016-08-09T15:05:00.001+01:002016-08-09T15:05:40.503+01:00Sport, the Nature v Nurture Debate and Luck - A fresh look at fortune by Ed Smith

Luck by Ed Smith is an eclectic discussion of, well, luck (there's a clue in the title - Ed) and its associated concepts of chance, fate, randomness, risk and fortune.

The narrative draws on insights from the ancient Greeks, history, economics and anthropology; illustrated with anecdotes and examples from everyday life and, unsurprisingly (given it's a book written by a former England batsman turned Times columnist) from sport.

Nature v Nurture

The most interesting part of the book is an exploration of the nature-nurture debate in relation to sport. In many ways it is a much-needed counterblast to the current orthodoxy that there is no such thing as talent (pace Matthew Syed's Bounce and Malcolm Gladwell Outliers) and that we all have the potential to be champions if only we put in the 10,000 hours.

In discussing nurture, Smith argues that there isn't a level playing field, highlighting the difference in opportunity that that comes with an independent education compared to one in the state system. (He doubts whether he would have opened for England had he not had the undoubted privilege of honing his cricketing talent as a boy at Tonbridge). This is supported by further analysis of the backgrounds of England's rugby and cricket sides and of Team GB.

Beyond these advantages, Smith accepts that top sportsmen and women need to put in the hours, but that there is still an element beyond our control (= luck).

Roger Federer and Usain Bolt don't train any harder than their rivals - the differentiating factors come down to innate advantages (= talent).

In fact Smith predicts that days of the top sportsman (generic) who succeed because of hard work alone (e.g. Ivan Lendl) are numbered. His argument is simple but persuasive: today there are no secrets that bring the sporting elite a competitive advantage (diet, training methods, coaching, tactics, facilities etc) - these are all universal. Thus, the only differentiator at the highest level is innate talent.

Ceteris paribus talent will triumph.

Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-46748149207275716492016-07-28T06:15:00.001+01:002016-07-28T06:39:20.131+01:00Make It Stick by Brown, Roediger and McDaniel - Key Points

Make it Stick is a book about effective learning strategies, It is based on the latest findings of various research studies into how Cognitive Psychology can best be applied to Education and is written by experts in this field.

The central thesis of this book is that the most effective learning strategies are simple but often counter-intuitive. The key points can be summarised as follows:

Learning requires effort: some kinds of difficulties ("desirable difficulties") during learning help to make the learning stronger and better remembered; When learning is easy, it is often superficial and soon forgotten. Don't confuse fluency/familiarity with learning

Learning is better when you wrestle with new problems before being given the solution, rather than the other way round.

Retrival practice (= self-quizzing) - recalling facts or concepts or events from memory - makes learning stick. This can be best done by regular testing as part of the learning process either in class or individually. Thus testing is formative - a means to the end - which is learning.

Practice that is spaced out, interleaved with other learning and varied produces better mastery, longer retention and greater versatility. Cramming and chunking are NOT effective learning methods.

Mastery moves from knowledge to know-how. When learning, distill the underlying principles, look for patterns, make connections. "Knowledge is not know-how until you understanding the underlying principles at work and can fit them together into a structure larger than the sum of the parts." (p.158)

Interestingly, the authors criticise pandering to individual learning styles:

"We acknowledge that everyone has learning preferences, but we are not persuaded that you learn better when the manner of instruction fits those preferences." (p.132)

Departing from the main theme of the book, there is an interesting chapter (7) on how to 'Increase your Abilities', which explains neuroplasticity and how IQ can be improved, before launching into a number of memory techniques.

The final chapter (8) distills out the book's principles with tip for different user groups: students, life-longer learners, teachers and trainers.

Make it Stick is an important book for students (of all ages) and teachers alike (particularly in the secondary and tertiary age phases). It challenges many traditional methods of learning and does so with a weight of research behind it. Schools would do well to take on board its central points. Teachers might like to review their schemes of work considering how they will incorporate more testing, spaced interleaved and varied learning into their programmes.
For more information go to makeitstick.net, where there is an chapter by chapter summary of the book.

I must say that I found the book's (somewhat apologetic/defensive) tone and style intensely irritating throughout. It was a dry read and it was repetitive - I can only think that the authors decided to model the concept of "desirable difficulty" and "spaced learning"!
Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-57029074882639314992016-07-19T10:26:00.000+01:002016-07-19T11:10:20.610+01:00The Great Degeneration: how Institutions decay and Economies die by Niall Ferguson - Summary of key points

Niall Ferguson is a prophet of our time. His great strength as an historian is that he applies the lessons of the past to comment on the present and to warn about the future.

In the The Great Degeneration Ferguson sets out to discuss the state of our political, economic, legal and social institutions by opening up what he calls four 'long-sealed black boxes': 'democracy', 'capitalism', 'the rule of law' and 'civil society' (p.11). Each of these four themes originally formed a Radio 4 Reith Lecture in 2011 and now form a chapter of the book (Links to the Reith Lectures can be found at the end of this article).

Chapter One: The Human Hive

Ferguson, revisiting some of the arguments in his excellent book Civilisation: the West and the Rest, sets out to explain the 'great divergence' after 1500 whereby Western civilisation fares so much better than other civilisations. His answer is that institutional evolution is the key to understanding Western ascendancy: it was Western institutions and in particular 'the rule of law' is what made the difference. He argues that the Glorious Revolution of 1688 and the 1689 Bill of Rights was a turning point that laid the foundations for the subsequent economic developments of agricultural improvement, imperial expansion and industrial revolution (p.32-3).

Turning to the present, Ferguson argues that excessive public debts are a symptom of the breakdown of what Edmund Burke called 'the partnership between the generations'. For Ferguson a great malaise of modern society is that Governments around the world have allowed public debt to grow out of control allowing 'the current generation of voters to live at the expense of those at yet too young to vote or as yet unborn' (p.41).

Chapter Two: The Darwinian Economy

Reflecting on the causes and lessons of the global financial crisis that began in 2007, Ferguson argues that over-complicated financial regulation was a key factor. Characteristically, he provides historical insights by reference to Walter Bagehot's Lombard Street published in 1873, which reflected on the financial crises and legislation of the nineteenth century. He concludes by arguing for a return to 'Bagehot's world where individual prudence - rather than mere compliance - precisely because the authorities were powerful and the crucial rules unwritten' (p.77); and that rogue bankers should be incarcerated pour encourager les autres. The chapter would be a useful addition to a reading list for anyone preparing for a university interview in Economics or Banking and Finance.

Chapter Three: The Landscape of Law

Ferguson argues that 'the Rule of Law' is fundamentally good because of the material consequences that it brings, particularly because it is conducive to economic growth. The key to this important aspect of the Rule of Law is the ability of societies to develop effective, low-cost enforcement on contracts; but history tells us that the problem is getting the enforcers (often the state) not to abuse their powers. Ferguson argues that, viewed historically, the English system of Common Law 'was superior in performing the twin roles of contract enforcement and coercion constraint to all other systems (French, German, Scandinavian and Chinese). This is because English common law systems offer greater protection for investors and creditors, and thus people in these systems are more willing to invest and lend money. It is the flexibility of common laws systems that make them superior. He cites two judicial appeal summations to make his point:

"Common law adapts itself by a perpetual process of growth to the perpetual roll of the tide of circumstances as society advances." (Danzig, 'Hadley v Baxendale', p.277)

and

"In the course of deciding the case before him he [the judge] may, on occasion, develop the common law in the perceived interests of justice." (Lord Goff in Kleinwort Benson v Lincoln City Council, 1999)

Ferguson then identifies four present threats to 'the Rule of Law':

How far our civil liberties have been eroded by the national security state ("a choice between habeas corpus and hundreds of corpses"?! p.97);

The intrusion of European Law, with its civil law character, into the English legal system;

The growing complexity of statute law;

The mounting cost of the law.

The consequence particularly of these complexities and cost is that societies become less competitive economically. Citing the Oxford Developmental Economist, Paul Collier, Ferguson argues that there are four steps which developing nations wishing to establish 'The Rule of Law' need to put in place:

reduce violence

protect property rights

impose institutional checks on government

prevent corruption.

Ferguson concludes the chapter by arguing that the present malaise in the West is because there has been a shift from 'The Rule of Law' to 'The Rule of Lawyers' - where rather than using the law to make a better society, lawyers are using the law to their own ends.

The chapter would be a useful addition to a reading list for anyone preparing for a university interview in Law.

Chapter Four: Civil and Uncivil Societies

Ferguson here argues that reform of our society must come, not from public institutions, but from the the citizens of civil societies working independent of the state. He tracks the decline in membership of voluntary associations both in US and the UK and argues that it is these institutions that are the key to a civil society because they foster a sense of corporate responsibility among individual citizens, rather than relying on the state to solve society's ills. Indeed he goes so far as to argue that some of the finest institutions in the world are independent of governments, in particular, the Independent School sector and the top universities.

Ferguson's solution to the ills of the modern West, is that we all need to get more involved in society:

"True citizenship is not just about voting, earning and staying on the right side of the law. It is also about participating in the 'troop'." (p.132)

Conclusion

In the final chapter, Ferguson looks to a future of increased urbanization and mega-cities with a degree of optimism. His argument is that the net benefits of urbanization are conditioned by the institutional frameworks within which cities operate.

"Where there is effective representative government, where there is a dynamic market economy, where the rule of law is upheld and where civil society is independent of the state, the benefits of a dense population overwhelm the costs." (p.142)

This is an excellent little book (it is only 152 pages) and will take a couple of hours to read and many more to digest. It is very accessible - add it to the list of books your pupils should read before leaving school.

LINKS: The Reith Lectures 2012: The Rule of Law and Its Enemies

The Human Hive - Ferguson argues that institutions determine the success or failure of nations.

The Darwinian Economy - Ferguson reflects on the causes and lessons of the global financial crisis.

The Landscape of the Law - Ferguson asks if different systems of law are key to economic success.

Civil and Uncivil Societies - Ferguson asks what constitutes a vibrant and independent civil society.

These can be downloaded as MP3 podcasts from here.

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-44915987618089523882016-07-15T04:02:00.000+01:002016-07-17T02:55:32.312+01:00That's not how we do it here! by John Kotter & Holger Rathgeber - Book Review

That's not how we do it here! is a fable which addresses the issue of how organisations and the individuals within them can respond to the present phenomenon of constant change. Whereas their previous fable, Our Iceberg is Melting, tackled the issue of how to lead change in a crisis situation, illustrating Kotter's eight step process for Leading Change; this book builds on Kotter's work in Accelerate XLR8. The essence of Kotter's argument here is that that established hierarchical managerial structures do not provide the agility for organisations to respond sufficiently quickly to the demands of the ever changing world of modern business.

The fable is set in a Meerkat colony in the Kalahari Desert.

Kotter first presents us with an established colony which has rigid leadership and management structures which are tried and tested and have seen the colony thrive in the past; and where innovative ideas are greeted with "That's not how we do it here!". However the colony is incapable of responding to the new challenges that a changing environment brings (drought, attacks by vultures).

Kotter then presents us with a "Start-up" Meerkat colony where there is shared vision and shared ownership. Meerkats are given the licence to explore new ideas and to solve problems creatively. However, this colony hits problems when it grows to a size where there is a loss of accountability and a lack of the discipline that allows larger organisations to operate.

Finally, Kotter presents us with his model which has features of both the established and the start-up models, thus allowing complex organisations to operate in changing environments.

At the heart of Kotter's approach is a different way of looking at the relationship between leadership and management. Organisational size and complexity demands management ; technological and other forces demand leadership. The modern era demands an approach that has the best of traditional leadership and management models. He illustrates this in the following grid:

Most organisations are in the bottom right quadrant: 'well run but bureaucratic and unable to change quickly';

Start up organisation are in the top left quadrant: 'Innovative, adaptive and energetic, but chaotic.

Kotter's model is in the top right quadrant, 'Well run and Innovative, adaptive and energetic.'

This book only touches on Kotter's theory in this respect and readers would be well advised to invest in Accelerate XLR8 for deeper insight.

Once again this is a hugely accessible book which enables leaders to help their organisations understand why there is a need for change and paints a clear picture of what that better organisation might look like once that change has come.

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-68021876110790384232016-05-30T04:59:00.000+01:002016-05-30T10:07:03.790+01:00Using Appraisal to Drive School Performance - PresentationA presentation given to the Education Experts Conference in Dubai on Monday 30th May, 2016.

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-43556494378252846642016-04-30T09:46:00.000+01:002016-05-30T10:15:52.765+01:00Management Teams - Why they succeed or fail by Meredith Belbin - Key Points

Belbin is a name that has become synonymous with the profiling of teams and thus it is no surprise that Meredith Belbin's Management Teams - Why they succeed or fail has become a seminal text. Here are a few key points:

Methodology: Belbin's conclusions were based initially on research in putting teams together for management exercises at Henley Management College in the 1970s and 1980s Teams were put together by the research team on the basis of a range of psychometric tests. These teams were then tested by their performance in business game simulations where success was measured in terms of the overall profit which the team generated in the course of the exercise. Having developed a theoretical model in the Henley test-bed, Belbin subsequently put his ideas in practice in a range of industries.

Team Roles: Belbin identifies key roles within teams. These are usefully summarised by Belbin in a very useful summary sheet, a full size version of which appears at the end of this blogpost and which can be downloaded from Belbin's website here.
Summary of Conclusions
The contributing factors to Successful Teams were:

The attributes of the person in the Chair;

The Existence of a good 'Plant' (the creative, imaginative, free-thinking role);

A spread in mental abilities;

A spread in personal attributes laying the foundation for different Team Role capabilities;

A distribution in the responsibilities of members to match their different capabilities;

An adjustment to the realization of balance.

The contributing factors to Unsuccessful Teams were:

Characterised by an over-emphasis on a particular ability or Team Role;

Individuals took on a role that was not suited to their personalities;

When key roles were required,but never filled.

The role of Intelligence: Interestingly teams with very high intelligence (Belbin calls these 'Apollo Teams') were very rarely successful - so you 'can beat bright'; conversely teams where there was no one with high intelligence were almost always doomed to failure.

Team Leadership: Characteristics

The most effective team leaders were not the highest scorers in mental ability;

The most effective team leaders followed the 'Co-ordinator' profile (see team role sheet below)

'Shapers' (a less calm, more driven Team Role profile) were successful at times;

Different leadership attributes were required to lead an 'Apollo team' of experts.

Personality Attributes of the Successful Chairmen (p.49-50)

A trusting nature;

A strong basic dominance (that to some extent counter-balanced their accepting nature)

A strong and morally based commitment to external goals and objectives;

Calm and Unflappable in face of controversy

Geared towards practical realism;

Possessed of a basic self-discipline;

Naturally enthusiastic;

Prone to detachment and distance in social relations.

Team Size:

The bigger the group, the greater the pressure to conformity;

Teams of 6 are often optimum

"A team of six could offer a broad range of technical skills and Team Roles so that a company could achieve, if its composition was favourable, a high degree of balance." p.113

Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-19515968257167110682016-04-09T07:54:00.001+01:002016-04-09T09:40:22.621+01:00Sleeping with your SmartPhone by Leslie Perlow - Book Review

This book is not about managing SmartPhone usage; it is about the steps that an organisation can take to improve the efficiency of how teams work, one by-product of which was that employees achieved a better work-life balance.

On one level it is the heart-warming story of how it took a Harvard Business School professor to get a group of highly paid workaholic consultants (Boston Consulting Group BCG) to turn their undoubted organisational talents inwards to achieve the simple goal of having one 'predictable night off' a week.

In essence there were two components to the 'Predictable Time Off' (PTO) project:

A collective goal of Predictable Time Off

Space for Structured Dialogue

Interestingly, the primary value of the PTO project was not that the employees ended up with more quality free-time (although in most cases that did happen), rather that the process itself set up a dialogue within the teams that in time fostered a mindset that challenged the status quo - challenging long-established ways of doing things and exploring new ones. The PTO process was a vehicle to change the culture of the organisation by opening up new methods of communication within project teams. PTO was an indirect way "to get people to challenge their beliefs about what the work requires as well as to cause people to actually make changes to how they do their work." (p.129).

Reflecting on the four years of the project, the author writes,

"What we have done at BCG is break the cycle of responsiveness and create a new system where all the components are now congruent around a new culture focused on getting the work done in ways that minimise the bad intensity and maximize individual's control." p.203

As one BCG partner summed it up,

"The value of PTO is in fighting that assumption that work-life balance and effective case teams are mutually exclusive. Because they are not." p.205

The obvious problem with this research project is that it is based around an acknowledged extreme of organisational behaviour where working away from home four nights a week is their form of norm, so people working in gentler contexts will have to translate accordingly.

This is an interesting and necessary piece of research. However, the book is in the overly repetitive style characteristic of many American business books, taking a simple message and story and milking it for all it's worth to the point that it justifies publication as a book, rather than as a pamphlet or magazine article.

Rather than buying the book I recommend that you read Leslie Perlow and Jessica Porter's article, 'Making Time Off Predictable—and Required' Harvard Business Review (October, 2009); and Leslie Perlow's excellent TED talk, Thriving in an overconnected world

For examples of how Berkhamsted School changed its email culture see:

Steps for achieving a Work-Life Balance. Changing the 24/7 Email Culture - Part One: The Idea

Steps for achieving a Work-Life Balance. Changing the 24/7 Email Culture - Part Two: The Results

Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-76530802578234436902016-04-04T07:52:00.001+01:002016-04-07T13:21:30.122+01:00Bill Walsh Lessons in Leadership Part Two: An example of what not to do
Whilst The Score Takes Care of Itself has some excellent insights for leaders, the Bill Walsh story is also a cautionary tale, for it highlights the pitfalls of "Hero Leadership".

Pitfall No.1: Inability to Delegate

Bill Walsh had an excellent knowledge of his industry, he had served his apprenticeship with some of the best and had had opportunity to develop his leadership style as Head Coach at Stanford. He was a perfectionist and this was his fatal flaw. As Head Coach and General Manager he took overall control of the whole organisation both on and off the field. He knew everyone's job, he had defined everyone's job, he set the standards for everyone's job, and believed that he could do everyone's job better than them (which may have been true) but ultimately it led to him 'burning out'.

"Somehow in my mind I believed that I as the best qualified to do almost every job, especially when it came to the offensive part of our game, In one sense, it stemmed from confidence; I was absolutely sure that if I did the job it would not get screwed up. Well that can only take you so far. Pretty soon you're on overload while very talented people in the organization are being underultilized.

There were others, too, on my staff who are able and willing to take on more responsibilities. They were willing; I was reluctant, even unwilling - unable is perhaps more accurate.

Well that kind of thinking can only take you so far. Eventually you are working seven days a week, sixteen hours a day, with little good sleep, eating poorly, and dealing with all kind of forces." (p.212-3)

Leaders need to look after themselves and one of the ways they can do this is by putting trust in the talented team that they have around them.. They need to use the capacity gained to take time away from the nitty gritty of work. to be able to reflect and to develop time on the ball (see blogpost).

Pitfall No.2: Perfectionism - knowing when to let things go

Bill Walsh strove for perfection - he loved what he calls the "puzzle of perfection". His analysis of the team's performance in when they beat Miami 38-16 to win their second Super Bowl (XIX) is a case in point (p.190-92): Walsh describes this as a "the closest I've ever come to coaching a perfect game", yet Walsh continues "two events marred it for me to this very day" and proceeds to deliver a detailed post-mortem on the two imperfect plays of the game.

Here lies the paradox that makes great leaders: leaders necessarily focus on things that go wrong because these are the areas for improvement; but the leaders who are able to sustain high levels of leadership need to learn when to let things go. Bill Walsh didn't and he allowed his perfectionism and attention detail to shift from being a creative to a destructive force.

Pitfall No.3: Allowing Winning to become "Not-failing" - The Challenge of Sustained Success

No one expected the San Francisco 49ers to win Super Bowl XVI, a year after they had had one of the worst records in the league. However, with success came raised expectations and this only increased further when the 49ers won Super Bowl XIX four years later. Fear of failure drove Walsh to the point where victory was not enough - it simply became a form of not-losing. Walsh's advice with the benefit of hindsight was:

Avoid the destructive temptation to define yourself as a person by the won-lost record, the "score," however you define it. Don't equate your "won-lost record" with your self-worth. (p.225-6)

Walsh cautions against a world where executives cannot celebrate success because they are immediately preparing to win the next battle.

Pitfall No.4: Not Managing Up" - Not managing Expectations

Part of Walsh's problem in his latter years is that he did not "manage up" well. He allowed the owner of the club to have unrealistic expectations and set unrealistic, and ultimately unachievable, targets (a Super Bowl every year). This was a major contributory factor to his burn out and early retirement.

The section where Walsh talks about the relationship with his owner (p.220-21) chimed with me. Throughout my 14 years of school leadership in the UK the most debilitating part of the job was managing expectations of Governors. In particular, there was always a constituency on the Board who, within minutes of my announcing record results for the nth consecutive year, shifted from momentary praise to laying out their expectations for even better results the following year.

Over the years, I have realized that an important part of the role of a leader is to manage the expectations of key stakeholders (particularly, parents and Governors), Most of all, I have come to understand that I have a responsibility both to the staff, to the senior team, to the organisation and to myself to protect ourselves from short-term demands from Governors. Burnt out school leaders and staff do not bring about sustained school improvement - School Board members around the world and the British Government take note.
Mark S. Steedhttp://email@example.com:blogger.com,1999:blog-618066295420401291.post-14606583570042840342016-04-01T12:26:00.000+01:002016-04-02T07:19:07.277+01:00Bill Walsh Lessons in Leadership Part One: An example of how to transform an organisation

Bill Walsh was the coach who turned around the San Francisco 49ers taking them from the bottom of the pile to being a team that won five Super Bowl titles in 15 years. His book The Score Takes Care of Itself - My Philosophy of Leadership is packed full of insights about how to lead and manage people and how to drive change in an organisation:

"Running a football franchise is not unlike running any other business. You start first with a structural format and basic philosophy and then find the people who can implement it." (Frontispiece)

There is not sufficient space here to do justice to all the many insights in contained in the book, so I will endeavour to give a flavour here.

Standard of Performance
At the heart of Bill Walsh's approach is the Standard of Performance - i.e. the high requirements that he had for actions and attitudes. These applied not only to the players but to every person within the organisation (he was both Head Coach and General Manager). Everyone knew how they contributed to the aim of the organisation and what what was expected of them.

These are the characteristics of his personal Standard of Performance:

Exhibit a ferocious and intelligently applied work ethic directed at continual improvement;

Demonstrate respect for each person in the organisation and the work he or she does;

Be deeply committed to learning and teaching, which means increasing my own expertise;

Be fair

Demonstrate character;

Honor the direct connection between details and improvement;

Show self-control, especially where it counts most - under pressure;

Demonstrate and prize loyalty;

Use positive language and have a positive attitude;

Take pride in my effort as entity separate from the result of that effort;

Be willing to go the extra distance for the organisation;

Deal appropriately with victory and defeat, adulation and humiliation;

Promote internal communication that is both open and substantive (especially under stress);

Seek poise in myself and those I lead;

Put the team's welfare and priorities ahead of my own;

Maintain an ongoing level of concentration and focus that is abnormally high; and

Make sacrifice and commitment the organisation's trademark.

Bill Walsh was a man who liked lists ("Great organisation is the trademark of great organisations" p.85) and the book contains many useful lists of advice. Here's one for Leaders:

Be a Leader - Twelve Habits Plus One

Be yourself

Be committed to excellence

Be positive

Be prepared (Good luck is the product of good planning)

Be detail-oriented (but don't bury yourself in the detail)

Be organized

Be accountable

Be near-sighted and far-sighted (keep everything in perspective)

Be fair

Be firm

Be flexible

Believe in yourself

Be a leader

"A self-sustaining winning organisation"
Walsh's leadership aim was to produce "a self-sustaining winning organisation" where "everyone is able to execute their responsibilities in all ways at the highest level" (p.229), even under extreme pressure. This was illustrated in the final play of the final game that Bill Walsh ever coached. In the Super Bowl XXIII, San Francisco 49ers were trailing 13-16 when they got possession of the ball on their own 8 yard line with only 3:08 left on the clock. What followed became legendary in NFL history: The 92 yard "Drive" to win the Super Bowl with seconds to spare:

"The Drive" was in many ways a culmination of all that Bill Walsh stood for. It was the product of hours of training, preparation, excellent strategy and meticulous planning and, executed in the cauldron of the final seconds of a Super Bowl. San Francisco went on to win Super Bowl XXIV the following year - evidence, if any were needed, that Bill Walsh had indeed produced "a self-sustaining winning organisation".

This is a book that is already heavily annotated and one to which I know that I will return, time and time again. I cannot recommend it more highly.

There is a negative side to the Bill Walsh story, which I will discuss in Part Two of this review.
Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-2617320681385054752016-01-18T06:26:00.001+00:002016-01-18T07:21:54.156+00:00STEM v STEAM

The STEM movement was borne out of an initiative of the US National Science Foundation, to promote the quality of science education in order to address a practical problem in US society, namely that the US economy was experiencing a shortage of technically skilled workers. STEM education programmes set out to improve the quality of high school teaching in these areas, and thus provide a work force equipped with the technical skills and knowledge required for the C21.

The STEM movement never argued that the humanities and creative subjects were not important, rather it set out to address an imbalance within society.
STEM initiatives in the UK
An examination of UK undergraduate admissions illustrates the need for STEM initiatives. According to the Higher Education Statistics Agency (HESA) data for 2013-14 (most recent available at the time of writing) 45.1% of first degree undergraduates are studying science subjects (as defined by UCAS and HESA categories). A subject breakdown f the 1,533,855 first degree undergraduates in the UK shows:

Mathematics 35,570 (2.3%)

Physical Sciences 71,080 (4.6%)

Engineering 106,065 (6.9%)

Architecture 31,160 (2.0%)

Full Data Table available at the end of the article

The fact remains that relatively few undergraduates in the UK are studying Mathematics and Physical Sciences as their first degree. (In fact these figures may be even worse of the UK economy than these statistics suggest, given the high proportion of overseas undergraduates studying sciences). This has a double impact, both for society and for education.

The Royal Society paper The Science and Mathematics Teaching Workforce (2013) puts forward comprehensive evidence for the need for the active promotion of teaching as a career path, particularly for Mathematics and the Physical Sciences to halt a potential cycle of decline in the quality of STEM teaching in the UK. On this basis

STEAM initiatives are to some extent a reaction to the STEM movement, seeking to redress a balance in education that does not prioritise STEM at the expense of the humanities, languages and creative subjects. However, with the exception of languages, these subjects are buoyant as the HESA data shows. Of the 842,560 (54.9%) first degree undergraduates in the UK who are studying other subjects:

Business and Administrative Studies 205,285 (13.4%)

Social Studies 147,570 (9.6%)

Creative Arts and Design 139,035 (9.1%)

Languages 88,680 (5.8%)

In the UK, at least STEM initiatives are particularly important part to play to address what is a considerable imbalance in society.

STEM v STEAM in the Middle and Far East
The STEM v STEAM debate has a different complexion in the Middle and Far East as here a much more utilitarian and practical approach to education is the norm. These fast-growing economies have a pressing need to for technically trained graduates to drive change. Here engineers and scientists are valued and remunerated accordingly.
In this context, STEAM initiatives that seek to temper the STEM drive, by promoting the importance of creativity are much needed, once again, to address an imbalance within society.

Mark S. Steedhttp://firstname.lastname@example.com:blogger.com,1999:blog-618066295420401291.post-16219438428780008822016-01-16T07:38:00.000+00:002016-01-17T08:12:54.314+00:00Grade Inflation in Higher Education

The Editor

The Times of London
Sir,
Grade inflation in Higher Education ('Universities stand accused after top degrees soar' The Times 15/01/2016) is an inevitable consequence of the policy to apply market forces to the sector. Like independent schools who have operated in this environment for decades, universities are businesses selling education and competing to attract students. Unlike independent schools, universities not only teach but also can determine their own results. Given the economic pressures on these institutions to fill places, there is no incentive for them award low degrees. With three-quarters of degrees awarded at Upper-Second or First Class, the time has come for a separation of teaching and degree-awarding powers, as there is in secondary education.
Yours faithfully,
Mark S Steed
Director
Jumeirah English Speaking School, Dubai.Mark S. Steedhttp://email@example.com


text:
Home > Finland > Veikkausliiga > Inter Turku > Squad > Profile: Erfan Zeneli
Erfan Zeneli Inter Turku
Profile of the Finnish footballer Erfan Zeneli, who currently plays as a midfielder at Inter Turku. The 29-year old player Zeneli joined Turku from and wears the number 17 shirt.
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Time to remember the remarkable David Rocastle
Burnley grab first away win to leave Crystal Palace facing nervous finish
Crystal Palace 0-2 Burnley: Premier League - as it happened
Sunderland relegation �my worst day in football�, says David Moyes
Blackburn reel in Nottingham Forest as Leyton Orient fans force 'abandonment'
Jamie Vardy goal keeps Leicester�s resurgence going with win at West Brom

subset: commoncrawl


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Titig Kayumanggi (Brown Gaze)
- Dates:April 14, 2017 - June 4, 2017 ( Recurring weekly on Sunday, Tuesday, Wednesday, Thursday, Friday, Saturday )
- Location:Plug In Institute of Contemporary Art
- City:Winnipeg
- Times:Tuesday & Wednesday - 12:00 PM to 6:00 PM, Thursday - 12:00 PM to 8:00 PM, Friday - 12:00 PM to 6:00 PM, Saturday & Sunday - 12:00 PM to 5:00 PM
- Admission:Free Admission
- Address: 1 - 460 Portage Avenue Winnipeg, MB
- Phone: (204) 942-1043
- Email:Send Email
- Website:Visit Website
- Region: Winnipeg
Marking his first solo exhibition in Winnipeg, Plug In Institute of Contemporary Art is pleased to present Titig Kayumanggi (Brown Gaze) by Patrick Cruz who is known for his bold gestural style, bright colors and immersive spaces.
For this exhibition at Plug In ICA, animated patterned paintings line the walls and floor of our street front gallery, enveloping the space and its visitors. A personal history of immigration from the Philippines to Canada is a story traced on the surface of Cruz's canvasses, made visible through the accumulation of line, colour and gesture, stacked and amassed into an immersive installation. Titig Kayumanggi (Brown Gaze) is the artist's gaze – his perspective stylistically melded into a densely cluttered and unified world of painted lines and bold colours, collaged videos, and stacked objects.
Opening reception, Thursday, April 13 | 8:00 - 11:00 PM


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Definition of setarid
: a worm of the genus Setaria
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New Latin Setaria + English -id
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