Section Three:
The Commission
findings
2.4
Staff and leadership resource
There was a consensus that working to the
optimum in a greater range of environments (real
and virtual) with attention paid to personalising
pupils’ learning will require a change in staff:pupil
ratios. In addition, a more practical and hands-on
approach was agreed to demand smaller class
sizes, at least at the foundation and primary
phases. Some schools proposed new roles within
schools, for example at technician level to make
sure that appropriate technology is purchased and
kept running. More flexibility in offering contact
time outside the hours of 9.00
_
4.00 was also seen
Both education advisers/consultants and suppliers as desirable. All this suggests further development
identified the potential in ICT-based learning of a more flexible staffing model and changes to
environments to reach those who find school employment terms and conditions.
‘threatening’ or who might be mobile within a
locality, such as looked-after children. VLEs can
offer both subject learning and tutorial support. Insights from practice
Some advisers/consultants expressed the view that
it would be important to redress the disadvantages Some primary school leaders at the seminar
of pupils not connected electronically. Otherwise endorsed the value of an ICT technician. There
the issues of childhood poverty will simply be was evidence that this role can save a school
reinforced. VLEs might be community rather than money on purchases and ensure that the
solely school-based; this might help draw in purchases are relevant to learning and are
parents and begin to counter the insularity of some used, with the technician delivering staff
schools. training. Small schools were sharing their
expert. This approach requires a radical look at
The majority of responses focused on delivery staffing.
methods. Perhaps surprisingly, few contributors
considered possible changes of emphasis in This structure would provide a better
learning outcomes and the consequent effect this mechanism to pass knowledge about products
might have on curriculum and supporting from the supplier into the school. A
resources. Changes mentioned included the need comparison was made with the health industry
to foster enquiry and research skills, collaboration, where there is a profession
_
pharmacy
_
enterprise, creativity, independence and whose job is to understand products and their
thinking/cognitive skills. effect. Perhaps education needs a similar role?
It was observed that in the past, schools
culture has been resistant to a staffing model
‘Resources can enhance learning with ‘para-professional’ roles. However, this is
through captivating and motivating changing fast.
the child.’ Educational supplier
38
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