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Likewise, he said, Germany needs to do more to prepare school leaders to help guide instructional improvement. School leaders are trained in administrative leadership, not instructional leadership, he said, and many capable individuals are reluctant to go into leadership because the pay differential between teachers and principals is small. Now that schools have much more autonomy, the problem has become more visible. School autonomy was one of the themes in the reforms.
There was more emphasis on that. Schleicher also said Germany needs to do more to open pathways to higher education for students pursuing vocational education and training. Switzerland has universities that are particularly geared to vocational programs. More has to be done to create more flexible pathways throughout the entire system—school, university, and the vocational sector.
But you can actually make a difference in a very short period in a very significant way. Another lesson is about the importance of building public demand for improvement, he said.
Opinion: The education crisis in Germany is over
A third lesson is about the timing of the reforms. Want to stay up-to-date with the latest research from Education Datalab? This is an intriguing analysis but raises further questions. If 58 nations ran the test on a computer, why are only three countries analysed here? And what is a plausible explanation for the mode of assessment affecting science more?
NCEE | After the Shock: The German Education System in
Certainly a important area for exploration. Save my name, email, and website in this browser for the next time I comment. Some serious questions have emerged. Is PISA still a fair basis for comparison? About the Author: John Jerrim.
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