Pursuing national school system improvements

The noted Canadian educationalist Dr Michael Fullan  identifies this change process as 'whole-system reform' that relies on a strategy: "to mobilise and engage large numbers of people who are individually and collectively committed and effective at getting results relative to core outcomes that society values. It works because it is focused, relentless (it stays the course), operates as a partnership between and across layers, and above all uses the collective energy of the whole group. There is no way of achieving whole-system reform if the vast majority of people are not working on it together".

If Fullan's 'whole system approach' were adopted for Australian schools it is problematic McKinsey's 5-6 year time-lines applicable to Hong Kong and Singapore transitioning from 'Fair' to 'Good' systems could be achieved in Australia because of entrenched educational dogma to resist change, a situation challenged by Labor governments seeking to consolidate differing state/territory education objectives and address sector funding fragmentation.

According to McKinsey transitioning school systems from 'Good' to 'Great' has taken 10-15 years for many Asian nations, an improbable timetable goal for Australian schooling.

Prof Fullan maintains school system change can only occur when a strong leadership imperative exists to implement reform and follow through whole system improvement processes.

Strong leadership orientation occurred in certain Boston regional school districts which moved from 'Fair' to 'Good' in three years according to McKinsey. Not surprisingly Prof Fullan was instrumental in driving many of those Boston school reform measures.

It will be similarly unsurprising if the personnel and professional qualities comprising the indigenous advisory council could not generate renewed leadership direction for disadvantaged education communities.

Extending the system analysis across specific regional or sectional schooling centres could provide evidence-based support to expand positive teaching and learning outcomes nationally.

It will be a measure of the Abbott government's commitment to school improvement if such strong leadership can generate bipartisan political commitment towards system improvement that enables legislation to be enacted through consultative state/federal co-operation to improve all Australian schools.

It is hoped improving schools has not disappeared off the Abbott government's radar.