External Evaluation - Reorganisation of Secondary Studies - UCL-en
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External Evaluation - Reorganisation of Secondary Studies - UCL-en
External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-enra Leaton Gray, David Scott, Didac Gutierrez-Peris, Peeter Mehisto, Norbert Pachler and Michael ReissThis executive summary has been written in response to the Invitation to Tender: External Evaluation of a Proposal for Reorganisation of Secondary Studies in the European Schools for Secondary Years External Evaluation - Reorganisation of Secondary Studies - UCL-en4, 5. 6 and 7. ref: BSGEE/201401.1The main aim of this evaluation was to establish and demonstrate the impact of the proposed new structure for secondExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
ary studies (i.e. Levels S4-S7) compared to the status quo. In order to do this, we drew on all the studies and documents undertaken and formulated duExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-envisors, teachers, inspectors, and students. We also spoke with these stakeholders, and accepted written evidence and representations.2During our analysis, we determined whether and to what extent the proposals:00 Met the principles stated in the Convention;00 Ensured access to European secondary and External Evaluation - Reorganisation of Secondary Studies - UCL-en tertiary education systems:00 Fulfilled the mandate given by the Board of Governors;00 Took into account the needs of students faced with the demandsExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
of the modern world;00 Guaranteed in the last two years, leading to the European Baccalaureate, a general education around the eight key competences External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-enoherent, comprehensive, and allowed breadth of study for all pupils in the system:00 Conformed to the accepted and logical principles of curriculum design.4In our evaluation, we also made reference to S1-S3. on the grounds that forms of progression and curriculum coherence require consideration of l External Evaluation - Reorganisation of Secondary Studies - UCL-enower secondary as well as upper secondary studies.5We concluded that the proposed structure offered some advantages over the current one; however, weExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
considered neither to be fully satisfactory and therefore we have proposed an alternative model that we consider meets the requirements more closely.6External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-en in use for which there is no supporting research evidence, or indeed where such practices are contra-indicated, such as: students repeating years, using hours of instruction as a proxy for difficulty, excessive numbers of oral examinations that do not take into account students' dominant language s External Evaluation - Reorganisation of Secondary Studies - UCL-enufficiently well, and ability grouping systems that lack transparency.« Offering subjects at different levels may affect and distort progression, compExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
rehensiveness and breadth. This may in turn have a negative impact on student mobility to and from the European Schools, as well as restricting accessExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-enrds recognising this, but not far enough.« In both models, the subjects available to students, and their related content, do not map closely enough to contemporary degree subjects on offer within Higher Education contexts throughout Europe, particularly in the case of subjects such as Science. Mathe External Evaluation - Reorganisation of Secondary Studies - UCL-enmatics and Engineering.« In both models, allowing choices on the scale that currently exists indicates a degree of early specialisation, which studentExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
s may later regret. It may also lead to problems with subject progression from S1-S7.« In both models, some student groups may experience indirect disExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-en more than one national language, and students in small language sections. This is because they risk experiencing fewer choices than other students, and their dominant language is not taken into account sufficiently well during the assessment process.« In both models the eight competences for lifelo External Evaluation - Reorganisation of Secondary Studies - UCL-enng learning are marginalised. The proposed model is more in tune with them than the current model, but it is not explicit enough.7It is clear in the lExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
ight of our analysis that more extensive reform of the upper secondary programme of study within the European Schools is needed than is represented byExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-ens associated with clashing options and with option choices between incompatible subjects would be reduced or eliminated.« Subject progression from S1-S7 is more easily facilitated.« Class sizes can conform to an educational rationale (optimum size for learning) rather than a bureaucratic one (fittin External Evaluation - Reorganisation of Secondary Studies - UCL-eng a large number of option choices into a workable scheme).« The curriculum of the individual student is now more likely to conform to the curricula oExternal Evaluation - Reorganisation of Secondary Studies - UCL-en
ffered by European Universities or by European Institutes of Higher Education.« Language (of instruction) needs in the schools can be more easily accoExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandr External Evaluation - Reorganisation of Secondary Studies - UCL-eno be supported by improvements to teacher capacity and in-service training.9Long standing problems to do with failure rates, equality, inclusion, student mobility, access to national systems, student choice, EU expansion and relevance to study at higher education level can all be addressed if the cu External Evaluation - Reorganisation of Secondary Studies - UCL-enrrent and proposed solutions are rejected and instead the alternative set of recommendations accommodated and acted upon.limExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandrExternal Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School SystemFinal ReportTwo Page Executive SummarySandrGọi ngay
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