How does a school fail to establish as good school?
To run an educational institution in VUCA world is challenging for school management and school leader.
Each disadvantaged school is unique in the circumstances it confronts, the way it is challenged and its capacity for improvement and change. Strategies to improve low performing schools need to be adapted to the setting in which each of them operates.
In fact, we agree that improvement starts with changes in teaching and learning focusing on student success, with other components following as necessary. While effective classroom learning practices may be the single most important element in getting better student outcomes, these are shaped by leadership, school climate, teacher policy and linkages with parents and communities. School evaluation for improvement and accountability also needs to be taken into consideration.
(Faubert, 2009).
What is school failure? How do you define a school failure?
| From a systemic perspective, school failure occurs when an education system fails to provide fair and inclusive education services that lead to enriching student learning. At the school level, school failure can be defined as the incapacity of a school to provide fair and inclusive education and an adequate learning environment for students to achieve the outcomes worthy of their effort and ability. From an individual perspective, school failure can be defined as the failure of a student to obtain a minimum level of knowledge and skills, which can at the extreme lead to dropping out of school. Source: Field, S., M. Kuczera and B. Pont (2007), No More Failures: Ten Steps to Equity in Education, Education and Training Policy, OECD, Paris. |
Why does a school fail to grow?
Student dropout does not happen overnight. In fact, dropping out is usually the result of a long process of student disengagement (Lyche, 2010).
OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD mentioned six major reasons for student’s dropout. These are as follows
• Educational performance is the highest predictor for dropout, as low grades are a signal of lower preparation to progress through the educational system (Lyche, 2010). Researches find out that educational performance is core issue of student dropout, however it is linked with other factors that can be more complex to identify.
• Students’ behaviour matters for success in school. Students who are engaged, both in academic and social matters, and value schooling tend to stay in school. In OECD countries, 25% of 15-year-old students do not value success at school (OECD, 2011a).
• The background of students and family exerts an important influence on their performance. We observe a massive impact of family cares and values in school level performance. If a parent talks negative about teacher, school, school system and education, student takes it granted. Student gradually develops a sense of negative about school too. If a student develops negative attitude, slowly but gradually she losses interest in the school. Finally, s/he becomes disinterested in study.
• School structures, resources and practices also matter greatly. The way learning is delivered, extra-curricular activities, discipline, relations with peers and teachers and some pedagogic practices have a strong impact on students’ learning, motivation and sense of belonging.
• Some educational system level policies such as early tracking, grade repetition or specific issues such as the lack of sufficient apprenticeship places or school violence can contribute to increased dropout. (Bridgeland, Dilulio and Morison, 2006; Markussen, 2010).
• Labour market conditions- OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD mentioned the 6th points as a major factor, however we observe in private schools of India that it is not such impact. Indeed, it can be effective in terms of OECD.
We firmly believe that school management and school leader should work together for the growth of the school. There can be 1000 reasons for the failure of a school and of course there can be 1000 reasons behind running a successful school quality wise, quantity wise and economic wise. Success and failure can be interchangeably ; depends the preparation, planning and execution with a big vision and mission by the school management and school leaders.
We want to run a successful school. We compare with other school. It is journey. It starts from day 1st. It is non-stoppable journey. Growth is not static. Growth is dynamic. If we are able to discuss “ What we could not do till date, and what we can do today which will set up a standard parameter for the school growth” then only we can grow our school.
Raise the standard! Work on developing on each area from stone to student for establishing the school as the centre of educational excellence!
OECD- The Organisation for Economic Co-operation and Development
Resources and References
OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD
Publishing.
http://dx.doi.org/10.1787/9789264130852-en
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