The 3 Legs of Education Reform

We speak–often in critical tones–of education as if it was a homogenous whole. But it is really several overlaid structures or models:

  • pedagogical
  • economic
  • delivery (place & time)

These are interdependent and the economic and delivery structures model in particular are so tightly connected most don’t see them as separate things.

Education cannot be treated as a single entity when it comes to reform. CORE, STEM (or even STEAM) or in my jurisdiction, the BC Ed Plan, may be laudable, may be necessary, but they’re hardly sufficient to bing about the reform we seek. Unless we address the other two structures at the same time, we will find ourselves merely swapping one set of pedagogical standards for another. The force those two unchanged structures exert will dampen any effects of pedagogical change.

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    […] Now, we have to be careful not to pass judgement here and to save any critique of curriculum and assessment for another time. I don’t think we can point fingers at teachers either. Most teachers I know would like to move forward. Statistically, the same is true–only a small percentage are real sceptics. (see the curve of adoption, below) But they’re working against much larger structural problems–economic and delivery structures. (See my short post on the 3 Legs of Educational Reform.) […]

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    […] Long managed to convince Brad Ovenell-Carter (or as his 2600+ Twitter followers know him: @Braddo) to show up for a GHO that had a Keynote […]

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