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Dancing on a shifting carpet : reinventing traditional by Leoni Degenhardt

By Leoni Degenhardt

The function of academic leaders, particularly tuition leaders, has replaced significantly as nations try to rework their schooling platforms to arrange youngsters to operate in state-of-the-art international of speedy technological and social swap, fiscal globalisation and elevated migration and mobility. Dancing on a transferring Carpet: Reinventing conventional education for the twenty first century argues that, so as to achieve  Read more...

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The United Nations Educational Scientific and Cultural Organization (UNESCO) document Learning: The Treasure Within is described as ‘a powerful plea for viewing education in the broader context of its interaction with society’ (Delors, 1996). Interestingly, Kelly (2004) noted a change in the United Kingdom’s government rhetoric, which suggested that accountability measures might be moving towards describing improvement from a broader and different perspective. Rather than narrowly focusing on external stakeholder outcomes, which fail to capture the essence of what it is to be (or what it takes to become) a successful improving school, the new rhetoric of accountability focuses more on internal outcomes, particularly the development of intellectual capital within the school.

12. Develop a culture that can continuously reinvent itself. While such a list may be daunting, we found it useful. It is important to note that these steps will not necessarily be followed in a linear fashion. Often, depending on the needs of a particular school community, they will be covered in different order, or, at times, in parallel. Step 1: Start with moral purpose What is the purpose of schooling? What should schools ‘be’? Many of the problems that paralyse schools stem from lack of clarity or disagreement over these basic questions.

So transition management is a crucial aspect of change. From a pragmatic perspective, change will not be effected or effective unless the psychological needs of people are met. Issues of transition and transition management are pivotal in understanding the psychological processes that participants in a reinvention process experience, as the culture of the school changes in response to internal and external pressures. The development of a continually reinventing school culture within a learning community will greatly assist with this transition management.

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