Purple Tod Consulting

PART 4

Conclusion 2

From all the documentation since 1970, a number of commonalities appear to be present, namely:

• A national qualification policy should direct and control the training of school principals
• compulsory training should be provided to school principals;
• the training and development of school principals should receive attention at both pre-service and in-service level;
• the professional development of school principals should be initiated and co-ordinated centrally by the Department of Education; and
• continuous pleas have been made since the 1970s for the training and in-service training of school principals in the RSA.

Nic Spaull once again shared with us a few of his favorite links – Accept our gratitude Nic

• How effective are early grade reading interventions? A review of the evidence (Graham & Kelly, 2018)
• Enhancing Young Children’s Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya (Knauer et al 2019)
• Changing How Literacy Is Taught:Evidence on Synthetic Phonics (Machin et al, 2018)
• Reading Failure in a Completely Transparent Orthography Representing a Morphologically Highly Complex Agglutinative Language: the Case of Turkish (Miller et al. 2019) (via Maxine Schaefer)
• The Politics of Education in Developing Countries: From Schooling to Learning (Hickey & Hossain, 2019)
• The Legacy of Colonial Language Policies and their Impact on Student Learning: Evidence from Cameroon (Laitin, Ramachandran & Walter, 2019)
• The politics of quality reforms and the challenges for SDGs in education (Bruns et al., 2019)
• Ending Learning Poverty: What will it take? (World Bank 2019 report)
• New (depressing) analysis by Martin Gustafsson for UNESCO...TL:DR version: Even if all countries in the world improve as fast as the fastest improvers in PIRLS/TIMSS/SACMEQ/PISA we will only reach 97% global reading proficiency in 2100