The despairing commentary of the most recent international maths and science performances by Australian students is as predictable as it is unfortunate.<\/p>\n
Despite the commentary, Australia\u2019s education system is not broken.
\nWe\u2019re just talking too much about a race that may not be worth entering.<\/p>\n
The reality of the data is that Australia\u2019s test scores in science and maths have essentially remained stagnant for many years, while other \u2018competing\u2019 countries have invested heavily on lifting these results.<\/p>\n
I\u2019ve been in classrooms overseas and have seen some of these nations that have improved in these international tests.<\/p>\n
The difference is that many of these other countries, including Shanghai, which was noted as \u201coutperforming\u201d Australia, focus on rote learning.<\/p>\n
You will see rows of desks occupied by 40-60 students, all compliantly gazing at the blackboard, hanging on every word of the teacher.
\nThe difference between us and these countries is not the skill of the teacher, the resources of the school, or the content of their curriculum, but in the respective cultures. There is a difference by a country mile in work ethic and expectations. The really intriguing thing is that teachers in Shanghai are saying that they need to look to Australia because we have a greater values-based education, something they are lusting after.<\/p>\n
The real question we should be asking is, \u201cwhat is an education worth having?\u201d Is it one where we adopt a \u2018me too\u2019 philosophy and simply judge ourselves by the results of some standardised testing, or should we think more broadly? Should we think more creatively.<\/p>\n
My worry is that the narrative of a failing education system will continue to gain momentum. The implications for teachers and students are alarming.<\/p>\n
There will inevitably be a growing temptation among educators to \u2018teach to the test\u2019. Teachers will be encouraged to prioritise students\u2019 standardised test results at all costs and the effects will be twofold.
\nOne, we\u2019ll likely rise on the international leader board ranking, causing policymakers and commentators to cheer.<\/p>\n
Second, we\u2019ll cripple the creativity of classes, leading to a generation of students who are great at sitting tests, but with no imagination.
\nIf you were to consult the C-suite of Australian businesses regarding what they most value in their employees, I would expect \u201cthe ability to perform well in standardised testing\u2019 would not rank among the highest answers.<\/p>\n
They would likely say that a candidate\u2019s ability to problem-solve, think laterally, persist in the face of obstacles and work in teams would be valued far more highly.<\/p>\n
And this is the disconnect \u2013 the education sector is being pushed in one direction, while business is pulling in another. And these latest international rankings and predictable outrage will only reinforce this misdirected status quo.<\/p>\n
The reality is that, to prepare students for the needs of a current and future workforce, one where many of the jobs they\u2019ll be performing don\u2019t yet exist, we need to prioritise more than just test results. Students need high levels of creativity, the ability to persist through failure, an innovative mindset and an entrepreneurial spirit.<\/p>\n
The challenge for educators is how to find ways in which to help students access and grow their remarkable creative capacity. The encourage them to develop resilience and not see failure as \u2018the end\u2019.
\nAt St Paul\u2019s School, we recently ran an Entrepreneurs Club. Students from Years 7-12 (and even some teachers) worked alongside one another to prototype and pitch a business to a panel of investors. One idea was a bin that disintegrates rubbish, improving waste management systems.<\/p>\n
Some ideas won\u2019t work, but one or two have already generated investor interest with a view to becoming fully-funded start-ups.
\nHowever, how will these students find the time to develop these businesses while also needing to prepare for the pressure of standardised testing? The unhealthy preoccupation with this testing is potentially costing Australia it\u2019s next Steve Jobs, Mark Zuckerberg or Steve Baxter.<\/p>\n
Australian educators, corporates and policymakers need to work hand in hand to help realise a vision for Australian education that isn\u2019t based on comparing ourselves to a set metric. Rather, we must all work together to build an entrepreneurial, innovative and creative capacity into our education system.<\/p>\n
Let\u2019s not teach to the test, but focus on what is best \u2013 and that is preparing our students to be the real leaders of tomorrow.<\/p>\n","protected":false},"excerpt":{"rendered":"
The despairing commentary of the most recent international maths and science performances by Australian students is as predictable as it is unfortunate. Despite the commentary, Australia\u2019s education system is not […]<\/p>\n