what is the white paper on education

White Papers

In addition to releasing the findings of peer-reviewed studies examining the impact of project-based learning across subjects and grades, Lucas Education Research has published several white papers to support the implementation of high-quality project-based learning in U.S. schools. The papers provide context for the research and can help policymakers, educators, system leaders, and families deepen their understanding of rigorous project-based learning and what is needed to make it a reality for more students.

Equity-Centered Project-Based Learning

Cheng, B.H., Clark, T.L., Allen C.D., Garcia, A.G., and Scipio, D. (2023) Equity-Centered Project-Based Learning . Lucas Education Research.

This paper provides a background on recent research related to learning and instruction, focusing on two mechanisms essential to deeper learning: (1) inclusion of authentic learning contexts and (2) valuing student voice as part of instruction. The authors point to ways that culturally responsive and related pedagogies leverage these same two mechanisms to expand learning opportunities for historically underserved students. They conclude that the integration of these practices holds the key to unlocking what has been a significant challenge in education: how to provide equitable access to deeper-learning opportunities for each and every student.

Designing Project-Based Learning Curricula

Tierney, G., Urban, R., Olabuenaga, G., and Paulger, C. (2022) Designing Project-Based Learning Curricula: Leveraging curriculum development for deeper and more equitable learning . Lucas Education Research.

This paper provides instructional designers with guidance on how to design high-quality PBL curricula, drawing on the LER research base, the learning science literature, and best practices from the field. To provide developers with guideposts that can inform design decisions, the paper describes a set of design principles that can support the creation of content-rich, student-centered experiences. The paper highlights four pedagogical commitments for designers to consider to ensure that all students are valued, engaged, and included. Finally, the authors highlight a set of design process recommendations that support the creation of curricula committed to deeper learning and equity.

Enabling Conditions for Scaling Project-Based Learning

Zuckerbrod, N., De Vivo, K., and Udall, D. (2021). Enabling Conditions for Scaling Project-Based Learning . Lucas Education Research.

This paper reviews the work of the Enabling Conditions Collaboratory (ECC), a team of researchers that looked across research projects to study the conditions that support the success of project-based learning. The researchers found that student engagement often fueled the adoption of PBL and helped sustain and scale it. In addition, the researchers found strong teacher agency was essential to PBL’s long-term success in a school or system. They also noted that teachers must have sustained, high-quality professional-learning experiences and opportunities to take the student perspective on learning in a PBL classroom.

In addition to highlighting the work of the ECC, this paper features an interview with Michael McDowell, superintendent of the Ross School District in Northern California and an expert on project-based learning. He noted that project-based learning best serves students when it is rooted in core subject-matter content.

Key Principles for Project-Based Learning

Baines, A.M., DeBarger, A., De Vivo, K., Warner, N., Santos, S., Brinkman, J., Udall, D., Zuckerbrod, N., Felsen, K., & Urban, R. (2021). Key Principles for Project-Based Learning . Lucas Education Research.

The shift from traditional, teacher-led instruction to student-centered, project-based learning is complex. This paper seeks to support the adoption and scaling of rigorous project-based learning (PBL) across grades and subjects by describing some of the essential elements found in high-quality PBL learning environments. These include purposeful and authentic experiences that are strategically sequenced and allow students to revisit concepts and skills over time. Projects should be relevant to learners, their communities, and the broader world. PBL also should be closely tied to academic content and disciplinary practices. High-quality PBL relies on the development of meaningful and supportive relationships. And, as described in this paper, PBL practices must be built around evidence-based approaches.

Why Social and Emotional Learning Is Essential to Project-Based Learning

Baines, A.M., De Vivo, K., Warner, N., DeBarger, A., Udall, D., Zuckerbrod, N., & Felsen, K. (2021). Why Social and Emotional Learning Is Essential to Project-Based Learning . Lucas Education Research.

This paper looks at the connection between project-based learning and social and emotional learning (SEL). While all learning experiences benefit from a supportive social and emotional learning process and context, the collaborative and student-led nature of project-based learning (PBL) necessitates an emphasis on SEL. This paper explores that relationship and what’s needed for PBL to succeed. It also describes the ways in which a project-based approach can help a school or classroom meet its SEL goals.

The authors highlight research studies that examine the impact of PBL approaches on students’ social and emotional development. For example, they describe how an elementary science curriculum helps students reflect on and take ownership of their work, how a ninth-grade English language arts curriculum promotes empathy and self-advocacy, and how a middle-school PBL science curriculum explicitly teaches collaboration skills.

High Quality Professional Learning for Project-Based Learning

Richards, S., Zuckerbrod, N., De Vivo, K., Felsen, K., Paulger, C., & Udall, D. (2021). High Quality Professional Learning for Project-Based Learning . Lucas Education Research.

This paper provides an overview of the research landscape for the kind of professional learning needed for project-based learning to succeed. The evidence is clear that such professional learning must ensure teachers are active, self-directed learners who receive support that is meaningful and relevant to their experiences and context.

The authors provide a close examination of the specific professional-learning opportunities available to teachers through the Knowledge in Action program. The KIA program, an effective PBL approach to AP courses, provides sustained support to teachers over the course of a year. That support includes intensive coaching, the chance to reflect on one’s practices, and opportunities for teachers to try inquiry-based experiences that are similar to those students experience in a PBL classroom. That particular approach helps teachers make sense of instructional practices that tend to be fairly different from those that are more commonly used in schools.

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How we’re raising standards in our schools and colleges – what the Schools White Paper means for you

We’ve launched an ambitious plan to give every child the support they need in education. From targeted support in English and maths to ensuring every child has an excellent teacher.

The plan is set out in the Schools White Paper – also known as an Opportunity for all: Strong schools with great teachers for your child. ‘White papers' are formal plans from Government that set out proposals for future legislation before being decided upon by parliament.

Our plans are ambitious, wide ranging and affect every stage of school-age education – here we set out what the key proposals will mean for you.

Click on the following links to jump to the relevant section of this article:

Better education Targeted support Improved teacher training and development

Higher standards in terms of curriculum, behaviour and attendance will help every child to reach their potential

Education is the great leveller. Every single child should have access to an education that equips them with the knowledge, skills and experiences needed to fulfil their potential.

Primary education is critical to a child’s development and it is where they lay the foundations for their futures.

So, our mission for education is that by 2030, 90% of children will leave primary school having achieved the expected standard in reading, writing and maths, up from 65% in 2019.

That means more pupils will be equipped to flourish in secondary school where we are also raising our expectations. We have also set an ambition to increase the national GCSE average grade in both English language and in maths from 4.5 in 2019 to 5 by 2030.

How will we achieve this?

The school day.

It’s unfair that a child who receives 20 minutes per day less teaching time loses out on around two weeks of education and time with their peers and teachers a year.

That’s why we plan to introduce a minimum expectation for the length of the school week of 32.5 hours (the current average) for all mainstream state-funded schools.

Most schools won’t have to change their opening hours because they already have a week at least this long – but those that don’t, will.

This move will help support all children from primary school onwards to have fair access to a high-quality education. We will also encourage schools to explore going further than the minimum expectation if possible to support a broad curriculum and enable access to high-quality extra-curricular provision.

Improving behaviour

For children to receive the best possible education, they must be taught in a calm, orderly, safe and supportive school.

That is why we are supporting teachers in all state-funded schools to develop their expertise in managing pupil behaviour and wellbeing through a fully funded National Professional Qualification in Behaviour and Culture.

We are also continuing to help heads use the full range of powers available to them – like suspensions and exclusions – appropriately where they have to, so they are more confident to take action where necessary.

Boosting attendance

Now, more than ever, face-to-face education is of paramount importance for children’s academic, social and emotional wellbeing.

We’ve been carrying out a consultation – which means we’ve been speaking to parents, teachers, and others – about how we can help pupils overcome whatever is stopping them from going to school regularly.

Subject to the results of this consultation, we will introduce new legislation to create new statutory guidance on attendance, including a requirement for every school to publish a clear attendance policy to improve support. By setting clear expectations for staff, pupils, and parents they will know what processes should be followed in cases of absence and what support should be offered. For parents this should result in greater consistency and improved, earlier support where required.

We will also make it easier for schools to understand individual attendance patterns and for trusts, local authorities and DfE to identify problems more quickly.

Every child who falls behind in English or maths will get the right support to get back on track

We are pledging to parents that every child who falls behind in English or maths will get targeted, evidence-based support to get back on track.

The high quality teaching of an ambitious curriculum is essential for every child to succeed, but some pupils will need additional support to help them to progress when they are falling behind.

Many schools already do this but we expect every school to provide the right support for any child that is struggling in English or maths. This includes assessing and monitoring pupils’ progress in English and maths and drawing on high quality evidence-based interventions to help them to catch up when they are behind. Schools will tell parents about their child’s progress and how they can also support their child’s learning at home.

We expect tutoring will be a key way schools will deliver targeted support and we have invested £1 billion to establish the National Tutoring Programme, financially incentivising schools to provide tutoring so that tutoring is embedded in every school. We will deliver up to 6 million tutoring courses by 2024, which when combined with our programmes to deliver tutoring for young people aged 16-19 equates to around 100 million hours of tutoring. Over one million courses of tutoring have started through the National Tutoring Programme, with the programme on track to deliver the ambitious target of two million courses this academic year.

Reforming the SEND and children’s social care systems

Over 15% of children have an identified special educational need or disability (SEND) and vulnerable children and children with SEND have lower educational attainment than their peers on average.

That’s why we are reforming the SEND and Children’s Social Care Systems, so that no child misses out. This will mean all children and young people with SEND are able to access the right support in the right place at the right time.

To make sure the right support is in the right places, we will invest £2.6bn in high needs capital investment, providing 34,000 additional specialist or alternative provision places. As part of that we will deliver new special and alternative provision free schools.

We will set out more in detail shortly in our SEND Review. We will also be considering the recommendations of the Independent Review of Children’s Social Care, due this spring, as part of our commitment to make a real difference to the needs, experience and outcomes of those supported by children’s social care.

We will support schools in delivering all this by ensuring an excellent teacher for every child

We cannot achieve our vision for schools without excellent teachers. That is why we will give every teacher access to world-class training and professional development at every stage of their career.

We will deliver 500,000 teacher training and development opportunities across Initial Teaching Training, the Early Career Framework and National Professional Qualifications by 2024, giving them the expertise and support needed to deliver great teaching.

Schools will be able to have a trained literacy expert through a new National Professional Qualification for Leading Literacy. And we will make sure every child starts schools with a firm foundation of literacy and numeracy through a new National Professional Qualification for Early Years Leaders, and up to £180m investment in the early years’ workforce, including literacy and numeracy training for early years practitioners.

We will make sure every school can access funded training for a senior mental health lead to deliver a whole school approach to health and wellbeing.

To ensure we are attracting and retaining the best teachers, teacher starting salaries are set to rise to £30,000, and we will provide further incentives to those who work in schools with the most need. We have also proposed that experienced teachers and leaders receive their highest pay rise in over 15 years.

For more information on how we are delivering a leading education system for all, please see the Schools White Paper: Opportunity for all: strong schools with great teachers for your child - GOV.UK (www.gov.uk) .

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Research Papers and Reports

McREL studies education research to find evidence-based best practices for effective teaching, learning, leading, systemic change, and school improvement. We share insights from our analyses in the free publications you’ll find on this page.

• Our white papers present a combination of research-based insights, thought leadership, and suggestions for how to adapt and apply these new ideas to classrooms, schools, districts, and other education systems.
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• Our research and evaluation reports describe studies we’ve done for schools, districts, and education companies, shared here with our clients’ permission so that other educators can deepen their understanding of how the initiative or product impacts teaching and learning.

To explore these ideas more deeply and build your team’s professional capacities, contact us for a conversation about professional learning or consulting with the publication’s authors.

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Shifting Learning Objectives Into Personalized Student Goals

Research on effective teaching and learning shows that when students set and monitor their own learning goals, achievement gaps are narrowed. Teacher-written objectives are important for instructional clarity, but when students convert objectives into personal learning goals, it creates relevance and motivation to learn. This 4-page brief from our Expert Teaching Series outlines how to help students personalize learning goals.

Designing Better Professional Learning with the Brain in Mind

How can professional learning be more meaningful and impactful? This paper gives an overview of six phases of learning that everyone—including adults—goes through when learning something new. The learning model offers clarity and practical guidance for school and district staff who develop PL sessions, helping them design and sequence learning experiences that are more engaging and effective at addressing educators’ needs.

Balanced Leadership for Student Learning: An Overview

Effective principals do have an impact on student achievement and teacher efficacy. McREL’s analysis of research found that effective leadership isn’t dependent on natural-born personality or style. Instead, we found it’s about a set of 21 specific, learnable actions and behaviors that are significantly associated with higher levels of student achievement, teacher efficacy, and schoolwide success.

Shifting From Planning for Teaching to Planning for Learning

This 4-page brief from our Expert Teaching Series outlines the importance of creating unit and lesson plans that are focused on what students need to experience in order to become interested in learning, make sense of their learning, and extend and apply their learning. The brief offers suggested steps for teachers and school leaders who want to make this change in their practice.

Efficacy Study: Literacy Footprints Guided Reading System

McREL investigated the effects of Pioneer Valley Book’s Literacy Footprints guided reading system on third-grade students’ English language arts performance on the Florida Statewide Assessment. Our study found a small but statistically significant positive effect on the average ELA test scores for students who used Literacy Footprints. Read the report for a full description of the study methodology and results.

Unleashing the Power of Best First Instruction

To improve student achievement, close gaps, and ensure equitable outcomes, there’s likely no better place to start than focusing on consistently providing Tier 1 “best first instruction” every day, in every classroom. Based on an extensive review of high-quality research studies, this paper presents 14 best first instruction strategies that are connected to higher levels of student learning.

Ed-tech Evaluation: Providing Evidence of Product Success

This brief for ed-tech product developers explains why federal ESSA requirements are causing schools to ask about a product’s evidence of success before they commit to using it. The paper outlines how to responsibly conduct an evaluation of your product and gives key considerations and best practices for ensuring insightful and actionable results.

The “Silent Epidemic” Finds Its Voice: Demystifying How Students View Engagement in Their Learning

McREL researchers collaborated with members of student voice organizations in Oregon and Kentucky to delve into what shapes students’ cognitive, behavioral, emotional, and social engagement in school, including students’ experiences during pandemic-caused online learning. The report provides recommendations and a framework for schoolwide and classroom practices that support student engagement.

Classroom Walkthroughs: Where Data-Gathering and Relationship-Building Meet for School Improvement

Many principals and instructional coaches, and some teachers themselves, conduct classroom walkthroughs to gain insights on teaching, learning, and school improvement initiatives. There are different types of walkthroughs for different purposes, however. In this paper we describe the research on effective walkthroughs and how to match the right type of walkthrough to your school and classroom goals.

To Make Big Changes for Students, Teachers Should Think a Little Smaller

While district leaders and policymakers often focus on sweeping reforms, teachers can get big results with modest adjustments, managing their classrooms just a little differently. This paper introduces seven simple shifts from our Tilting Your Teaching book—research-based, practice-proven techniques every teacher can use to gain (or regain) student focus, engagement, and cooperation.

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White Papers

White papers from educators of america.

What exactly is a white paper? Great question!

The answer may differ from industry to industry but generally, a white paper is a document that supports a theory or usage of a particular technology. In the education technology industry, a white paper supports (and is usually persuasive and very in-depth) a type of edtech ranging from VR to software. Additionally, an edtech white paper will showcase how a particular edtech is implemented in schools and the usage of it by both teachers and students.

The aim of an education technology white paper is to inform the public or interested parties about the education technology and to effectively persuade them about the effectiveness of the presented product/service. What a white paper is not meant for is to market or advertise a product to increase sales.

Yes, it’s a fine line but a white paper is based on evidence and research which is simply meant to inform consumers about a particular edtech and its efficacy in the classroom.

So, how do Educators of America help?

Wow, asking all the right questions.

At Educators of America, our research department, staffed by Ph.D.’s and a complete research team, are able to undertake studies that produce white papers for your education technology product or service. We work with you on developing the study, comprehending variables and controls, and study length.

Once all details of the research have been solidified, checked, re-checked and checked again, we begin implementing the study and perform M&E (Monitoring and Evaluation). After the closure of the study, our research team will begin to develop and write the white paper.

Depending on the length, intensity, and location of the study, the white paper publication can vary in time.

If you’re looking to have a white paper published about your classroom technology product or service, contact Educators of America today and we can set up an introductory phone call.

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The schools white paper policy tracker: What’s still left?

Survived, delivered, died? Schools Week has attempted to find out updates on each of the 42 main, new policies in last year's white paper

John Dickens

10 Feb 2023, 5:00

More from this author

Five education secretaries and one scrapped schools bill later, here’s what we could find out about what remains of the government’s ‘Opportunity for All’ white paper . John Dickens reports …

The two ‘ambitions’

Policy: By 2030, 90 per cent of primary pupils will meet the expected standard in reading, writing and maths, up from 65 per cent in 2019.

Progress: Ministers are even further away from when they started at key stage 2, with the percentage of children leaving primary at the expected standard falling to 59 per cent last year.

Policy: An “ambition” to increase the national GCSE average grade in English language and maths from 4.5 in 2019, to 5 by 2030.

Progress: The allowance of some grade inflation last year led to the average maths GCSE score rising from 4.53 in 2019 to 4.72, while the average English grade rose from 4.96 to 5.17.

A true comparison will not be possible until at least 2024, when grade inflation is expected to be eradicated.

A report last week by the National Audit Office told ministers to “further develop” their approach to monitoring progress as no milestones had been set.

The new policies

Chapter 1: an excellent teacher for every child.

1. Consult on leadership NPQ for SENCOs

DELAYED: Tied up in the delayed SEND review .

2. Scholarships for language graduates

DELIVERED: 175 scholarships worth £27,000 are available. BUT this support was reinstated after it was axed a few years ago.

3. ITT course to get engineers teaching physics

DELIVERED: Trialled early last year then rolled out in October.

4. Digital service to recognise international teaching qualifications and relocation premium

ON TRACK: Tender exploring “future contract” for both published in August. Digital service launched this month; relocation payment “due to launch” early this year.

Chapter 2: Delivering high standards of curriculum, behaviour and attendance

5. Literacy and numeracy sample test for year 9s

ON TRACK: Standards and Testing Agency is “working on the development of the new tests”.

6. Legislation to “modernise” attendance rules

SCRAPPED: The government has not responded to a consultation that closed last July.

7. ‘National data solution’ for attendance tracking

DELIVERED: Dashboard launched in September for schools to compare attendance, 14,000 schools signed up.

8. Legislate for attendance statutory guidance

SCRAPPED: Non-statutory guidance published in May with “expectation” on schools to publish their policy .

9. Legislation to increase Ofsted’s powers to inspect illegal schools

SCRAPPED*: Part of axed schools bill, but government has suggested it will still try to legislate.

10. Expectation that all mainstream schools run a 32.5-hour week by September

DELAYED: No sign of “detailed guidance and case studies” promised by summer 2022. DfE “expects” schools to “work towards meeting this expectation as soon as possible”.

11. Network of modern foreign language hubs from 2023

ON TRACK: Tender launched in November for new centre of excellence , with up to 25 school hubs, over three years. Centre supposed to launch March 3.

12. Updated sport education plan in 2022

DELAYED: Missed pledge, but DfE said it is “progressing”.

13. Updated music education plan in 2022

DELIVERED: National music plan published last June .

14. New cultural education plan in 2023

ON TRACK: No plan yet, but DfE said it is “progressing”.

15. Careers programme for primary schools in areas of disadvantage

DELIVERED: Two-year, £2.6 million scheme to reach 600,000 pupils in 2,200 primaries underway .

16. Turn Oak Academy into curriculum quango

DELIVERED: Launched with a reduced curriculum offer in September .

Chapter 3: Target support for every child who needs it

17. Legislate for not-in-school register

SCRAPPED*: Part of axed schools bill. Gillian Keegan told MPs in December she remained “committed” to the register, but could not “commit to dates or times”.

18. Ofsted will hold schools to account for a new “parent pledge”

UNCLEAR: Schools were told to budget to meet the pledge this year , but nothing further published. DfE said an update “in due course”.

Progress on white paper ‘parent pledge’ goes backwards

19. Catch-up ‘targeted support’ guidance

UNCLEAR: Ofsted has produced reports on catch-up , but publication of guidance is down to the DfE, the watchdog said.

20. Tutoring to become a “core academic option” funded by the pupil premium and a “vibrant tutoring market” from 2024

ON TRACK: This is still the plan.

21. At least £100 million to fund the Education Endowment Foundation

DELIVERED: £137 million grant announced in September to fund the evidence broker organisation for another 10 years.

Chapter 4: A stronger and fairer system

22. All schools to be in a MAT or have plans to join one by 2030

SCRAPPED: Policy has been dropped. See our exclusive story here .

23. Most trusts to work towards serving at least 10 schools or 7,500 pupils

SCRAPPED: Linked to above. Instead officials are “exploring how to further support the growth of MATs” through the academy regulation review.

24. The proportion of schools a trust can run in a particular area will be capped

UNCLEAR: DfE would only say “work is proceeding” through its regulatory review.

25. Review to consider new intervention powers and “expectations” of what makes a good trust

DELAYED: Launched in June , the academies regulation and commissioning review missed a December deadline to publish its report. Repurposed slightly after schools bill ditched, but still set to advise on things such as defining a “strong trust” and how regulation should work.

26. Statutory duties for trusts to work with other bodies, and requirement to follow the admissions code

SCRAPPED: Part of axed schools bill

27. Transparency for MAT top-slicing

ON TRACK: DfE and ESFA “exploring how best to achieve greater financial transparency” over MATs pooling and top-slicing funding.

28. Right for good schools to request to move trust in “exceptional circumstances”

UNCLEAR: DfE again punted this back to the academy regulation review.

29. £86 million in trust capacity funding

DELIVERED: Schools were invited to submit bids in October .

30. Options for extra financial support for dioceses to launch trusts

UNCLEAR: A pilot scheme was run, but has not been rolled out further.

31. New CEO development scheme

DELAYED: Expert group came up with development framework. Was expected in January.

32. Powers to force “coasting” schools to convert or change trusts

DELIVERED: First letters published last year.

33. Regional schools commissioners rebranded as regional directors

DELIVERED: Launched in September .

34. £40 million for 24 priority education investment areas

ON TRACK: Announced in March , but no details on when funding will be handed out.

35. Those areas targeted for new academically focused 16-19 free schools

DELIVERED: At least six “elite” sixth forms vying to be among next wave of 15 free schools.

36. Legislation to protect faith schools’ freedoms and protections when converting

SCRAPPED*: Part of axed schools bill. Keegan told MPs in December this was something she would prioritise but cannot “completely confirm is going to happen”.

37. Pledge to ensure selective schools are “secure” in MATs

SCRAPPED: A future projects document published by the DfE on Friday listed “appointment of a supplier to administer the grammar school ballots system” from September. It later said it was published in error.

38. All trusts to have local governance arrangements for their schools

UNCLEAR: Schools Week understands informal conversations have been held, but no recent progress.

DfE ditches two key academy proposals

39. Powers for councils to force trusts to admit children and object to published admission numbers

40. Councils will be able to launch spin-off MATs

SCRAPPED: Schools Week understands it has been canned. Read our story here .

41. Powers to mass convert all maintained schools in an area at a council’s request

42. New system of proactive assurance with safeguarding audits every three years

ON TRACK: DfE said it will consult on Working Together guidance in spring to “explore…whether to set out an expectation around safeguarding audits”.

* While part of the axed schools bill, government has said it will prioritise these policies if it has time to legislate

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What Impact Has White Paper 6 Had on South African Education?

• Nov 05, 2023

The Primary Aim of White Paper 6 in the Context of Education.

Introduction

In the realm of education policy and reform, the term “White Paper 6” holds significance, particularly in South Africa. White Paper 6, formally known as “Building an Inclusive Education and Training System,” is a document that outlines the country’s approach to inclusive education. It was introduced to address historical inequalities in the education system and create a more inclusive and equitable learning environment. This comprehensive exploration delves into the primary aim of White Paper 6 in the context of education, examining its core principles, goals, and the impact it aims to achieve.

Understanding the Historical Context

Before delving into the primary aim of White Paper 6, it is essential to understand the historical context that necessitated its development. South Africa has a complex history of racial segregation and apartheid, which had a profound impact on the education system. During apartheid, educational institutions were racially segregated, with significant disparities in funding, resources, and quality of education between different racial groups. These disparities persisted after the end of apartheid in 1994.

The post-apartheid government recognized the urgent need to address these educational inequities and ensure that every South African child had access to quality education. As part of these efforts, White Paper 6 was introduced.

The Primary Aim of White Paper 6

White Paper 6’s primary aim is to establish an inclusive education and training system in South Africa. Inclusive education, as defined by the document, is “a reform that contributes to quality education for all learners through curriculum development, instructional design, professional development, and the provision of support and accommodations that are responsive to the diverse and varying needs of all learners.”

Key Objectives and Principles

To achieve its primary aim, White Paper 6 outlines several key objectives and principles:

• Equal Opportunities: The policy seeks to ensure that every learner in South Africa has an equal opportunity to access quality education and participate in the educational process.
• Diverse Needs: White Paper 6 acknowledges the diversity of South African learners and aims to provide support and accommodations to meet the varying needs of all learners.
• Human Rights: Inclusive education is viewed as a human right, and the policy aligns with international conventions and South Africa’s Constitution.
• Integration: The policy promotes the integration of learners with disabilities, special needs, and diverse learning profiles into mainstream schools.
• Curriculum and Assessment: It emphasizes curriculum development and assessment practices that accommodate the needs of all learners.
• Teacher Training: White Paper 6 highlights the importance of providing teachers with the necessary training and support to implement inclusive education practices effectively.
• Parental Involvement: Parents and caregivers are encouraged to be actively involved in their children’s education.
• Collaboration: The policy calls for collaboration between the Department of Basic Education, provincial education departments, and stakeholders to implement its goals.

Challenges Addressed by White Paper 6

White Paper 6 was introduced to address several pressing challenges within the South African education system, including:

• Historical Inequalities: White Paper 6 aimed to rectify historical educational disparities stemming from apartheid. These inequalities were deeply rooted, with unequal access to resources, quality education, and facilities based on racial divisions. The policy sought to level the playing field and create an education system that provides equitable opportunities to all, regardless of their racial background, addressing the lasting impact of apartheid’s segregation.
• Access to Quality Education: A fundamental objective of White Paper 6 was to ensure that every South African learner, regardless of their socio-economic status or location, has access to high-quality education. This involves not only expanding access but also improving the overall quality of the education provided, striving for excellence throughout the nation.
• Special Needs and Disabilities: The policy recognized the importance of accommodating learners with disabilities and special needs. It aimed to establish a framework that would facilitate the integration of these learners into mainstream schools, ensuring that they receive the support and resources necessary for their educational success. The goal was to create an inclusive educational environment where every student, regardless of their specific needs, could thrive.
• Discrimination and Exclusion: White Paper 6 took a strong stance against any form of discrimination or exclusion within the education system. It sought to create an inclusive learning environment that was free from any bias or prejudice, whether based on disability, race, or other factors. This commitment to eliminating discrimination and exclusion is a core principle that underpins the policy’s objectives.
• Teacher Preparedness: An essential element of White Paper 6 was addressing the preparedness of educators. It recognized that teachers needed specific training and professional development to effectively implement inclusive education practices. By investing in teacher preparedness, the policy aimed to equip educators with the skills and knowledge required to support diverse learners and create an inclusive classroom.
• Curriculum Relevance: The curriculum played a vital role in the policy’s aims, to make it more relevant and responsive to the diverse needs of learners. White Paper 6 emphasized that the curriculum should be adaptable and accommodating, allowing for varied teaching methods and approaches to cater to different learning styles and abilities. The goal was to create a curriculum that better aligned with the realities and diversity of the South African student population, ensuring that no student’s needs were overlooked.

Impact and Progress

Since the introduction of White Paper 6, there have been significant strides towards achieving its primary aim. Some of the notable impacts and progress made include:

• Increased Inclusion: One of the notable outcomes of White Paper 6 has been the increased inclusion of learners with disabilities and special needs in mainstream schools. This shift has been transformative, as it fosters a more inclusive learning environment where students with diverse requirements can learn alongside their peers. By breaking down barriers to entry, the policy has contributed to a more diverse and integrated education system in South Africa, promoting inclusivity and reducing exclusion.
• Teacher Development:To ensure the successful implementation of inclusive education, White Paper 6 has prompted various initiatives and programs aimed at enhancing teacher training and development. Educators have received training and support in adopting inclusive teaching practices, allowing them to better cater to the diverse needs of their students. This investment in teacher development has significantly improved the quality of education provided to learners with disabilities, creating a more inclusive educational landscape.
• Curriculum Adaptations: White Paper 6 has prompted important adaptations to the curriculum, making it more flexible and accommodating to the diverse learning needs of all students. These changes have allowed educators to better tailor their teaching approaches to individual learning styles and abilities. By promoting curriculum adaptations, the policy ensures that no student’s needs are overlooked, fostering an educational environment where every learner can access relevant and meaningful content.
• Improved Facilities: Many schools in South Africa have made substantial physical improvements to their facilities to enhance accessibility for learners with disabilities. These improvements include ramps, accessible restrooms, and other modifications that create a more inclusive environment. The policy’s focus on improving facilities has not only increased access to education but also promoted a sense of belonging and equality among all students.
• Awareness and Advocacy: White Paper 6 has had a profound impact on raising awareness and promoting advocacy for inclusive education in South Africa. The policy’s principles and objectives have sparked discussions and actions at various levels of society. As a result, there is a growing awareness of the importance of inclusive education and the rights of learners with disabilities. Advocacy groups and organizations have also emerged, working to ensure that the policy’s goals are realized, and the rights of all learners are upheld. White Paper 6 has ignited a broader movement for inclusive education and equality in South Africa.

Challenges and Ongoing Work

Despite the progress, there are still challenges and ongoing work related to White Paper 6:

• Resource Allocation: Adequate resource allocation and funding are crucial to ensure the full realization of White Paper 6’s goals. To effectively implement inclusive education, schools need sufficient resources, including assistive technologies, specialized support staff, and accessible facilities. Proper allocation of resources ensures that no student is left behind and that the policy’s principles are effectively put into practice. Continued investment in this area is necessary to maintain the momentum of inclusive education in South Africa.
• Teacher Preparedness: Ongoing teacher training and professional development are essential to ensure that educators are well-prepared to implement inclusive education practices. The evolving nature of education and the diverse needs of students require teachers to stay updated with best practices in inclusive teaching. Professional development programs should equip educators with the skills, knowledge, and strategies needed to support students with disabilities and special needs effectively.
• Infrastructure Upgrades: While progress has been made in making schools more accessible, many educational institutions still require further infrastructure upgrades to become fully accessible to learners with disabilities. This includes physical modifications to school buildings, classrooms, and facilities. Ongoing efforts to improve infrastructure are necessary to create a learning environment where all students can access education without hindrance.
• Parental Engagement: Encouraging and facilitating parental and caregiver involvement in their children’s education is a continuous effort. Collaboration between schools and parents is crucial to support the educational development of students with disabilities. Schools should actively involve parents in the educational process, from setting individualized goals to creating a supportive learning environment at home. Open lines of communication between educators and parents foster a sense of partnership in promoting each student’s educational success.
• Overcoming Stigma: Addressing societal attitudes and stigmas related to disabilities and differences is a complex challenge that requires continuous awareness and advocacy. White Paper 6 has already made significant strides in challenging stereotypes and promoting inclusivity. However, persistent efforts are needed to further change societal perceptions and foster a more inclusive society. Education and awareness campaigns, as well as inclusive policies, can contribute to a more accepting and equitable environment for individuals with disabilities.

The primary aim of White Paper 6 in the context of education in South Africa is to establish an inclusive education and training system that ensures equal opportunities for all learners. This policy seeks to rectify historical inequalities, promote access to quality education, and address the needs of learners with disabilities and special needs. While significant progress has been made since the introduction of White Paper 6, challenges remain, and ongoing work is required to fully realize its goals. Nevertheless, it serves as a crucial framework for creating an equitable and inclusive educational environment in South Africa.

• # curriculum development SA
• # education reform effects
• # educational policy impact
• # White Paper 6 South Africa

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White Paper on e-Education: Transforming learning and teaching through information and communication technologies: Draft

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Schools white paper published

Education Secretary Michael Gove outlines radical reforms for schools and teachers proposed in 'The importance of teaching'.

A radical reform programme that puts teachers at the heart of school improvement and frees schools from central government direction was published today by Education Secretary Michael Gove.

Michael Gove introduces the schools White Paper

The schools white paper, ‘The Importance of Teaching’, draws heavily on the evidence learnt from the world’s best education systems and will see heads and teachers driving school improvement.

The Importance of Teaching explains that schools will be freed from centralised bureaucracy and endless government interference, in return for greater accountability to parents and local communities.

It puts teachers and heads first so that they are freed up to do what they do best - teach. It underlines how we will raise the prestige of their profession by strengthening the quality of new teachers and how we will transform the quality of initial training and continuing professional development. And it commits government to cutting away unnecessary duties, processes, guidance and requirements.

The white paper also sets out

• powers for teachers to improve discipline in the classroom
• a vision for a transformed school curriculum
• the reform of school performance tables
• a pupil premium to channel more money to the most deprived children, and
• plans to develop a fairer and more transparent funding system.

Education Secretary Michael Gove said:

Many other countries in the world are improving their schools faster than us and have smaller gaps between the achievements of rich and poor. The very best performing education systems have a rigorous focus on high standards, a determination to narrow attainment gaps and have stretching curricula. The countries that come out top of international studies into educational performance recognise that the most crucial factor in determining how well children do at school is the quality of their teachers.

The best education systems draw their teachers from among the top graduates and train them rigorously, focusing on classroom practice. They recognise that it is teachers’ knowledge, intellectual depth and love of their subject which stimulates the imagination of children and allows them to flourish and succeed.

But for too long in our country, teachers and heads have been hamstrung by bureaucracy and left without real support.

It’s shocking that the latest figures show that only 40 of the 80,000 children in England eligible for free school meals secured places at Oxford or Cambridge. That’s a scandal.

That’s why the coalition government plans to recruit more great people into teaching, train our existing teachers better and free them from bureaucracy and Whitehall control.

We are putting teachers in the driving seat of school improvement and we are setting out changes that will make schools more accountable to their communities and their parents.

The Prime Minister, David Cameron, said:

These radical proposals will give teachers both the freedom and the authority in the classroom that’s needed if we are to realise our ambition to drive up standards, improve discipline and behaviour and deliver the world class education that our children deserve.

The Deputy Prime Minister, Nick Clegg, said:

Every child deserves a fair chance in life, whatever their background. Our pupil premium will directly target additional money at the poorest pupils in our society, wherever they live. Schools, heads and teachers will be allowed to decide how they teach and support their pupils, while good teachers in every school will be given the chance to innovate and improve.

Download the schools White Paper from this page.

 Notes to editors

• See what teachers, parents and children are saying about education .

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Government White Paper a good start to address aviation failures towards people with disability

The Disability Discrimination Commissioner has broadly supported reform initiatives by the federal government to improve the aviation industry, but warned the proposed changes may not be enough to fully address the discrimination and undignified treatment of people with disability.  

The Aviation White Paper: Towards 2050 , published this week, sets out 56 long-term changes to improve the industry in relation to its safety, productivity, competitiveness, and sustainability. Eleven initiatives relate to disability access.  

Among them, the government will establish new aviation-specific minimum standards under the Disability Discrimination Act to make services accessible to people with disability. Those standards will define the responsibilities of both airports and airlines for a passenger’s entire journey. 

Disability Discrimination Commissioner Rosemary Kayess said: “The Aviation White Paper is a good start to reforming an industry which has for generations discriminated against people with disability. It is a long-awaited recognition that we are a cohort of people who fly for many reasons, including for business and pleasure, and that we are not always treated with dignity when we do. 

“From the design of aircrafts, to airline carriers, airport operators, and airline and airport staff, the current system discriminates against people with disability. Reform is a necessity, and I am pleased to see disability access as a priority area in the White Paper. 

“The aviation sector needs a strong regulatory framework. To ensure accountability, the White Paper initiatives need to happen alongside a strengthening of the Disability Discrimination Act , by placing a Positive Duty obligation on the industry to take proactive and meaningful steps to prevent unlawful discrimination from occurring in the first place. 

“I hope the White Paper’s initiatives lead to major change. However, if they are insufficient, a national inquiry, led by the Australian Human Rights Commission, will be the only way forward to remedy the failures in this sector for people with disability. I look forward to working with government and the industry to ensuring the voices of people with disability are heard, and their rights are respected throughout their flying experience.” 

ENDS | Media contact: [email protected] or 0457 281 897 

IAPMO publishes groundbreaking white paper on adaptive reuse in construction

IAPMO has proudly published a new white paper titled Adaptive Reuse: Converting Offices to Multi-Residential Family , a comprehensive analysis of the transformative approach to addressing housing shortages through the conversion of office spaces into residential units.

Authored by Christoph Lohr , P.E., CPD, LEED AP BD+C, ASSE 12080, vice president of IAPMO Technical Services and Research, the white paper delves into the challenges and opportunities presented by adaptive reuse projects. It emphasizes the importance of flexible building codes, like the Uniform Plumbing Code (UPC) and Uniform Mechanical Code (UMC) , in promoting construction affordability and sustainability.

From policy considerations to financing, the white paper covers all aspects of adaptive reuse projects. It discusses the complexities of zoning changes, the potential for mixed-use buildings to create more affordable housing, and the financial incentives that can make these projects more attractive to developers.

The publication comes at a critical time when the United States faces a significant housing shortage, with an estimated deficit of 3.8 million homes. Adaptive reuse offers a viable solution to this crisis by revitalizing urban cores and reducing the environmental impact of new construction.

“IAPMO urges policymakers, developers, and the construction industry to consider adaptive reuse as a key strategy in addressing the housing crisis,” Lohr said. “By leveraging existing infrastructure and promoting sustainability, adaptive reuse not only preserves historical buildings but also offers a path toward revitalizing urban cores and improving the quality of life for residents.”

Lohr’s white paper is a testament to the organization’s commitment to public health and safety through innovative industry standards and education. It serves as a valuable resource for policymakers, architects, engineers, and the construction industry at large, providing insights into the economic and environmental benefits of adaptive reuse.

The white paper may be downloaded at  https://iapmo.org/media/32568/adaptive-reuse-white-paper.pdf .

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