Section Four:
Recommendations
An advantage for this Commission is that it did not start
with a tightly focused remit which would narrow its
conclusions. Rather it has been open to views on many
matters with the challenge to find the coherence in them.
This short chapter pulls together salient points from the
call for evidence and draws on discussions held with an
expert panel. It presents five recommendations that BESA
believes are practical but have the power to make a
positive difference to school-level education. They are not
short term and will themselves require consultation.
The past decade has seen sustained investment in
education, yet despite this, many commentators still argue
that the system as a whole is underachieving. At school
level the abundance of government initiatives frustrates
head teachers, yet an analysis of their collective intent has
been argued by BESA's head teacher focus groups as no
more than 'what good schools do'.
The frustrations that were expressed are many, but the
Commission has focused on some key themes where
practical recommendations are possible. In part the key is
finding the links that turn innovation into good practice
and ultimately into systemic achievement. We have
therefore sought to join up issues as apparently diverse as
assessment, technology, teacher and leadership training,
and health and safety.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66