while providing clear guidance as to priorities,
I have no doubt it will succeed.
But it will do so on its own terms and in ways that achieve a sustainable balance of knowledge transmission
and knowledge-building pedagogies that doesn’t seriously compromise the overall performativity of the system.
It is already clear that the government is willing to tweak once sacred cows, including the national high stakes exams and streaming systems. However, it has yet to tackle the perverse effects of streaming on classroom composition and student achievement that continues to overwhelm instructional effects in statistical modelling of student achievement.