Upload
antonio-dias-de-figueiredo
View
881
Download
6
Tags:
Embed Size (px)
DESCRIPTION
Presentation at the SICI Workshop – Innovating Inspections to Value Innovative Schools of The Standing International Conferences of Inspectorates (SICI), September 13, 2012, Porto, Portugal
Citation preview
Innovation, Quality and the
School Ecosystem: Challenges to the
Inspectorate September 13-14, 2012 / Porto, Portugal SICI WORKSHOP – Innovating Inspections to Value Innovative Schools The Standing International Conferences of Inspectorates (SICI)
1. TYPES OF INNOVATION
2. SCHOOLING & QUALITY
3. THE SCHOOL ECHOSYSTEM
5. CONCLUSIONS
4. THE INSPECTORATE
1. TYPES OF INNOVATION
2. SCHOOLING & QUALITY
3. THE SCHOOL ECHOSYSTEM
5. CONCLUSIONS
4. THE INSPECTORATE
1. TYPES OF INNOVATION
If we mix them up, innovation rarely happens
incremental innovation disruptive innovation
Two radically different types of innovation:
Incremental innovations build on existing thinking, products, processes,
organizations, or social systems
INCREMENTAL INNOVATION
They can be routine improvements or they can be dramatic breakthroughs
but they apply to what already exists
1. TYPES OF INNOVATION
INCREMENTAL INNOVATION
• Airplanes that fly farther • Batteries that last longer
• Televisions with better images • Computers that process faster
Examples of incremental innovations:
• Schools where students learn better by regularly using the Net
1. TYPES OF INNOVATION
Disruptive innovations are addressed to people who do not have any solutions
DISRUPTIVE INNOVATION
They take root in simple, undemanding, applications that are not breakthrough
People are happy to use them, in spite of their limitations, because no other solutions exist
They do not compete with anything
1. TYPES OF INNOVATION
But as they gain strength in the realm of non-competition
DISRUPTIVE INNOVATION
they evolve very fast
and end up replacing the traditional solutions
1. TYPES OF INNOVATION
DISRUPTIVE INNOVATION
The first personal computers (like the Spectrum and the Apple II) were ridiculously limited,
and completely out of that market.
Example of a disruptive innovation: the personal computer
In the 1970s the professional computer market was occupied by 100,000 € minicomputers produced by Digital
Equipment Corporation (DEC), Data General, and HP.
1. TYPES OF INNOVATION
DISRUPTIVE INNOVATION
But they quickly grew up, in that unexplored market
Ten years later, in the early 1990s, they were much more powerful, and starting to erode the minicomputer market Twenty years later, in the early 2000s, the minicomputer
market collapsed in favour of the PC market
They were supposed to be used mainly as toys by children and their parents.
DEC and Data General don’t exist any more
1. TYPES OF INNOVATION
1. TYPES OF INNOVATION
2. SCHOOLING & QUALITY
3. THE SCHOOL ECHOSYSTEM
5. CONCLUSIONS
4. THE INSPECTORATE
QUALITY
2. SCHOOLING & QUALITY
concept transposed from industry to education in the 20th century
SCHOOLING model transposed from industry to education in the 18th century
SCHOOLING IN THE LAST 200 YEARS
Industrial revolution: fascination with the machine
Pedagogical and organizational processes reproduced the repeatability and accuracy of the machine
industrial era
social era
industrial era
2. SCHOOLING & QUALITY
With the generalization of the public schools, the organizational models of industry
were transposed to the schools.
Rows of desks, bells ringing, artificially separated disciplines, learning out of context, instruction of listening and answering, isolation and competition, rigid national curricula, standard tests.
INDUSTRIAL ERA
The industry has changed radically, since then, but education keeps much of the old model.
2. SCHOOLING & QUALITY
disciplinary learning
learning as ‘knowledge’ delivery (or ‘content’)
mechanical and industrial vision of learning
predominance of authority and hierarchy
praise of uniformity
primacy of quantity
2. SCHOOLING & QUALITY
INDUSTRIAL ERA
SOCIAL ERA
The new forms of socialization provided by communication networks (internet, cell phones) are leading to a multitude of new opportunities
and promising approaches to learning
industrial era
social era social era
2. SCHOOLING & QUALITY
multi-, trans- and meta disciplinary learning
learning as transformation
organic and social vision of learning
predominance of leadership and collaboration
praise of difference
primacy of quality (supported by reasonable quantity)
SOCIAL ERA
2. SCHOOLING & QUALITY
mechanical and industrial vision of learning
learning as ‘knowledge’ delivery predominance of authority
and hierarchy
organic and social vision of learning learning as transformation predominance of leadership and collaboration
industrial era social era
praise of uniformity praise of difference
disciplinary learning multidisciplinary learning
primacy of quantity praise of quality (quantified)
2. SCHOOLING & QUALITY
IN WHICH ERA ARE WE? industrial
era social era
We are building the 21st century with the visions of
the 19th century
Definitely, in the industrial era!
industrial era
http://leading-learning.blogspot.com/
2. SCHOOLING & QUALITY
http://leading-learning.blogspot.com/
2. SCHOOLING & QUALITY
WHAT SCHOOL SYSTEMS ARE PRODUCING
2. SCHOOLING & QUALITY
2. SCHOOLING & QUALITY
WHAT THE WORLD NEEDS TODAY
QUALITY IN THE LAST 100 YEARS
2. SCHOOLING & QUALITY
THE QUALITY MOVEMENT IN INDUSTRY
Before 1900 Quality as an integral element of the cra7
1900-‐1920 Quality control by foreman
1920-‐1940 Inspec>on-‐based quality-‐control
1940-‐1960 Sta>s>cal process control
1960-‐1980 Quality assurance (quality department)
1980-‐1990 Total quality management (TQM)
1990-‐Present Culture of con>nuous improvement, organiza>on-‐wide TQM
(Adapted from Sallis, E. (1996). Total Quality Management in Education, 2nd Ed. London: Kogan Page)
Schools 2012 Inspectorate
School Systems Corporate World
Management
Strategy
Quality
classical management: control, repeatability,
people as replaceable parts
modern management: culture, commitment,
people as knowledge workers
analytical, centralized and reactive
projective, collective, and transformative
Education has moved directly from ad hoc management to bureaucratic management
quality management, quality as transformation
(social process)
The corporate world is moving from bureaucratic and mechanistic management to
organic and ecological management and sees people as their most valuable asset
quality control, quality assurance, accountability
(mechanistic process)
Increasingly emphasizes control and forgets people
2. SCHOOLING & QUALITY
leadership (10%)
people management
(9%)
policy & strategy
(8%)
resources (9%)
processes (14%)
satisfaction of collaborators
(9%)
satisfaction of students
(20%)
impact on society
(6%)
results of the whole activity
(15%)
ISO 9000 - European Quality Award (EQA), 1992 European Foundation for Quality Management
2. SCHOOLING & QUALITY
It is interesting to notice how, as early as 1992, the EFQM proposed the extension of ISO 9000 to Education
leadership (10%)
people management
(9%)
policy & strategy
(8%)
resources (9%)
processes (14%)
satisfaction of collaborators
(9%)
satisfaction of students
(20%)
impact on society
(6%)
results of the whole activity
(15%)
2. SCHOOLING & QUALITY
ISO 9000 - European Quality Award (EQA), 1992 European Foundation for Quality Management
It is interesting to notice how, as early as 1992, the EFQM proposed the extension of ISO 9000 to Education
1. TYPES OF INNOVATION
2. SCHOOLING & QUALITY
3. THE SCHOOL ECHOSYSTEM
5. CONCLUSIONS
4. THE INSPECTORATE
educational systems are networks of actors
that reinforce each other into stable configurations
From the point of view of the sociology of innovation
These stable configurations tend to prevent change
3. THE SCHOOL ECHOSYSTEM
2. THE SCHOOL ECHOSYSTEM
3. THE SCHOOL ECHOSYSTEM
it is impossible to produce innovations with lasting effects
the inertia of the system dilutes or distorts the innovations
Some experts in innovation claim that in such conservative echosystems
and converts them to the reigning uniformity
It is like pouring water in the desert
3. THE SCHOOL ECHOSYSTEM
Incremental innovation in educational systems has
a high failure rate
but it can be explored
This is not necessarily so dramatic!
if sound innovation strategies are crafted and managed
relying on dependable social theories,
Oxford University Press, Oxford, 2005 such as Actor-Network-Theory
3. THE SCHOOL ECHOSYSTEM
However, the promising path to innovation in the educational systems is
through disruptive innovation
that quietly grows in the margins of the system, unobtrusively
until it starts changing it, irreversibly
McGraw-Hill, New York, 2008
Clayton M. Christensen is an inspiring author on this topic
3. THE SCHOOL ECHOSYSTEM
• Courses provided on-line to a region or a whole country, namely:
• courses for gifted students • enrichment classes for
special-needs children • optional courses in the languages,
arts, humanities, economics • distant support to homebound
and home-schooled students • private tutoring
Examples of disruptive innovations in the school systems:
3. THE SCHOOL ECHOSYSTEM
• Pilot schools trying out new school models
• Special schools for students wishing to follow project-based learning
• Experimental schools aimed at changing transformationally the degraded social
communities to which they belong
3. THE SCHOOL ECHOSYSTEM
These are examples of opportunities for disruptive innovation that don’t clash against
the mainstream educational echo-system
In this way, innovation can incubate at leisure until it
matures up to a level where it can be transposed to the
mainstream system
1. TYPES OF INNOVATION
2. SCHOOLING & QUALITY
3. THE SCHOOL ECHOSYSTEM
5. CONCLUSIONS
4. THE INSPECTORATE
4. THE INSPECTORATE
The inspectorate is the actor of the school echo-system with the mandate to preserve the quality of the system
Does that mean to preserve the systems as it is?
Does it mean to help create the system as it should be?
Who decides what and how it should be?
Considering the highly conservative character of the school echo-system, how can inspectorates
contribute to school innovation?
• tolerate school innovation • encourage school innovation
• create frameworks for school innovation
Possible degrees of intervention:
4. THE INSPECTORATE
• through (moderate) incremental innovation • through disruptive innovation
Two possible alternatives:
If the attempted innovations remain at the margins of the conventional educational echo-system
They may succeed
following a disruptive path
or if they are based on very cautious, strategically
managed, incremental innovation
and produce lasting effects
4. THE INSPECTORATE
Otherwise
they fail
and that’s what we witness most of the time
and leave no lasting effects
HOW CAN WE IMPROVE THIS SCENARIO?
4. THE INSPECTORATE
1. TYPES OF INNOVATION
2. SCHOOLING & QUALITY
3. THE SCHOOL ECHOSYSTEM
5. CONCLUSIONS
4. THE INSPECTORATE
“If we teach today’s students as we did yesterday’s, we are robbing them of tomorrow”
John Dewey
We are building the 21st century with the visions of the 19th century
As key actors in the echo-system where this is happening, the inspectorates
can contribute to a much needed change
5. CONCLUSIONS
This implies:
reconsidering the aims and paradigms of the school in today’s world
5. CONCLUSIONS
reflecting on the nature of quality in today’s school echo-systems
and engaging in disruptive (and incremental, when
possible) innovation
Innovation, Quality and the
School Ecosystem: Challenges to the
Inspectorate Porto, Portugal – September 13-14, 2012 SICI WORKSHOP – Innovating Inspections to Value Innovative Schools The Standing International Conferences of Inspectorates (SICI)
THE END The slides will be available at: http://www.slideshare.net/adfigueiredo
My Webpage: adfig.com