The Guardian (Charlottetown)

Key problems are structural

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I used the cold snap to catch up on my reading, especially minutes, reports and releases emanating from the Department of Education and the various advisory bodies operating under the Learning Partners Advisory Council. I found the Principals’ report clear, direct and revealing; the latter refers to the gap between the autonomy principals have compared to the autonomy recommende­d by the OECD.

I find the lack of direction disconcert­ing; it reminds me of a question in a book by Robert Mager, “If you don’t know where you’re going, how will you know when you get there?” The literature suggests that education in P.E.I. could benefit from:

1. Greater autonomy and accountabi­lity for student progress;

2. A broader definition as to what constitute­s education; education neither starts nor ends when one enters kindergart­en or obtains the coveted degree;

3. An Education Plan that considers needs, interests and aspiration of all Is-landers and Island communitie­s; the current “Philosophy of Education” is nearly thirty years old and applies only to public schooling;

4. Visible educationa­l leadership that resides outside our political system; someone in a role equivalent to the President of a college or university;

5. An independen­t qualificat­ion body to certify proficienc­y levels of individual students regardless of when, where or how experience was gained;

6. Direct and substantia­l community control and management, and;

7. An organizati­on that reflects functions performed.

We are quick to blame teachers for education shortcomin­gs; my experience suggests that the most pressing problems are structural instead.

Don Glendennin­g,

A long-time student of education

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