PISA UK Education Ratings

The lastest PISA (Programme for International Student Assessment) ranking, showed that the UK is fairly average in its scores (although ranked 11th in Science) throughout the 34 participating countries and has been stagnant for the past few years. This animation gives an interesting overview of the assessment process behind the PISA rankings are made and it is important to understand the impact that these have on how government's shape educational policy. PISA looks at the correlation between what is learnt at school and then applied in contexts outside of school. The following statement is made in the PISA 2009 Assessment Framework:

PISA 2009 covers the domains of reading, mathematics and science not merely in terms of

whether students can reproduce specific subject matter knowledge, but also whether they can extrapolate from what they have learned and apply their knowledge in novel situations

There is no mention of creativity, possibly because it is difficult to quantify and compare easily, but I can't help thinking that it needs to be more explicit in the types of intelligences it aims to measure, especially since it is focused on very traditional academic concepts of intelligence with respects to reading, maths and science. It would be interesting to know how they might measure according to Gardner's Multiple Intelligences:

Creativity, Learning and the Curriculum

This video documents Ken Robinson's most recent conference in the UK, when he examines how the government's current plans for the future of education are retrograde and will only exasperate current problems and miss out on the opportunity to make serious changes that develop pupils interest in learning and prepare them for the future:

De Bono's Six Thinking Hats

Edward de Bono discusses some of the skills required to think creatively, but also challenges us to reflect about how our notion of thinking is stuck in the ideas behind Greek philosophy and we need to develop new ways of thinking - specifically creative thinking. It is a fairly didactic presentation, possibly aimed at the business market, but interesting if we consider how some of these skills can be developed in a school context? De Bono also proposes his 'Six Thinking Hats' process, which involves people thinking in parallel, which he explains below:



As teachers, it makes sense that we employ a number of strategies and activities with students that will encourage them to take different approaches to thinking about a situation. Edward de Bono's methods can easily be adapted to help structure students' thinking towards a creative outcome although allow space for personal expression. You can read in more depth about the Six Thinking Hats by clicking here.

Here are some quotes by De Bono:

"An idea that is developed and put into action is more important than an idea that exists only as an idea."


"Creativity involves breaking out of established patterns in order to look at things in a different way."


"Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting."


"Most of the mistakes in thinking are inadequacies of perception rather than mistakes of logic."


"One very important aspect of motivation is the willingness to stop and to look at things that no one else has bothered to look at. This simple process of focusing on things that are normally taken for granted is a powerful source of creativity. "


"The need to be right all the time is the biggest bar to new ideas."

You can read more about De Bono by visiting the following websites:

• Official Edward de Bono website

• The Edward De Bono Foundation

• De Bono Consulting
• More quotes by De Bono

Or purchase this book from Amazon:

RSA: Education & The Future

RSA Conference on Uncertain Futures in Education

This conference on the 20th June involves a number of speakers discussing the future of education, including Professor Keri Facer, who challenges us to think critically about our assumptions about the future? Can we get students and ourselves to think beyond the notion of 'panic/apathy', 'radical uncertainty' and 'business as usual'. Patrick Hazelwood talks about the 21st Century curriculum being very similar to the previous century and that it currently lacks a philosophy but is plagued by initiatives and tinkering at the edges. Even if things were changed tomorrow, he argues that the teaching profession would take at least 15 years to catch up and develop the skills needed. He challenges us to think about new pedagogies and create new relationships to move forward.

There are lots of interesting points to discuss, especially around the skills required in order to be successful for the future of which creativity surely plays an important part - you can see the video of the conference below: