Improving education outcomes in Jersey - Rachael Williams

Summary

Jersey invests significant resources into education, with both government and parents contributing substantial funds. This think piece explores key factors in ensuring that this investment delivers maximum value. It examines the importance of high attainment, insights from other jurisdictions, the role of data in performance measurement, the necessity of rigorous implementation plans, and access to quality education in isolated areas. Evidence suggests that education is a critical driver of health, economic prosperity, and social well-being. By adopting a structured approach that includes data-driven decision-making, external benchmarking, and effective accountability, Jersey can enhance the impact of its education system.

The Importance of High Attainment

Defining High Attainment Educational attainment is generally defined as the highest level of education an individual has successfully completed. In Jersey, as in many jurisdictions, this is typically measured by exam results or standardized assessments. However, educational quality is as crucial as qualifications in shaping long-term success.

The Scottish Government takes a broader view, defining attainment as "the measurable progress which children and young people make as they advance through and beyond school, developing a range of skills, knowledge, and attributes needed for success in learning, life, and work." (Scottish Government, 2017)

Why High Attainment Matters Attainment is vital not only for individual success but also for national prosperity. Research demonstrates that countries with higher levels of education experience better economic growth and health outcomes. Angus Deaton (2024) highlights that "education is one of the most important predictors of people’s life chances". Similarly, Hanushek et al. (2010) argue that "cognitive skills of the population, rather than mere school attainment, are strongly linked to long-run economic growth".

Attainment vs. Achievement While attainment reflects academic results at a given point in time, achievement encompasses broader skills acquired through both formal education and extracurricular activities. Education Scotland (2017) highlights how achievements include volunteering, sports, youth work, and personal development initiatives like the Duke of Edinburgh’s Award. A holistic approach that values both attainment and achievement is necessary to produce well-rounded, capable individuals.

Learning from Other Jurisdictions

Looking Inwards, Outwards, and Forwards Effective education improvement requires:

• Looking inwards – Self-evaluation using quantitative and qualitative data.
• Looking outwards – Learning from international best practices.
• Looking forwards – Anticipating future trends and preparing accordingly.

The Programme for International Student Assessment (PISA), run by the OECD, provides valuable benchmarks for comparing Jersey’s education system with high-performing countries such as Singapore, Japan, and Finland. However, effective adaptation of successful models requires understanding cultural and systemic differences, ensuring feasibility, and implementing changes strategically (Sharples, 2024).

The Importance of Data in Education

Measuring Success Without robust data, it is impossible to assess educational outcomes effectively. Key measures include:

• Academic results (GCSEs, A-levels, university entrance rates)
• Employment outcomes for school leavers
• Student and parent satisfaction surveys

Defining Key Metrics The choice of data points signals what is valued in an education system. If university entry is emphasized, policies will shift towards academic rigor. If employability skills are prioritized, vocational training may be expanded. A balanced approach is necessary to address diverse needs.

Implementation Planning and Accountability

Making Policy a Reality Well-intentioned policies often fail due to poor execution. Effective implementation requires:

• Clear objectives and accountability structures
• Proper training and professional development
• Psychological safety for teachers to innovate
• Regular monitoring and evaluation mechanisms

Schools should adopt structured improvement plans that align with best practices. Frameworks such as A School’s Guide to Implementation (Sharples, 2024) provide guidance on executing evidence-based improvements effectively.

Ensuring Education Access in Isolated Areas

Challenges and Solutions Rural and island communities often face unique barriers to high-quality education. These include limited subject choices, teacher shortages, and reduced access to higher education. Solutions include:

• Blended learning models – Combining in-person teaching with virtual instruction.
• Partnerships with universities – UHI (University of the Highlands and Islands) offers a successful model for remote higher education access.
• Community-based approaches – Leveraging local resources to enrich learning opportunities.

Conclusion and Recommendations

To maximize the return on investment in Jersey’s education system, the following steps should be prioritized:

1. Enhance attainment and achievement – Foster both academic excellence and broader skills development.
2. Leverage international best practices – Learn from high-performing education systems while tailoring approaches to Jersey’s unique context.
3. Utilize data effectively – Strengthen data collection and use insights to drive improvement.
4. Ensure rigorous implementation – Develop structured, accountable execution plans for educational initiatives.
5. Improve access for isolated communities – Expand digital learning and partnerships with higher education institutions.

By focusing on these areas, Jersey can build an education system that not only delivers high academic outcomes but also prepares young people for a rapidly evolving world.

References

• Deaton, A. (2024). "Education and Life Chances."
• Education Scotland (2017). "Defining Attainment and Achievement."
• Grant, M. (2017). "The Economic Impact of Education."
• Hanushek, E. et al. (2010). "Cognitive Skills and Economic Growth."
• OECD (2023). "PISA Results."
• Sharples, J. (2024). "A School’s Guide to Implementation."
• Scottish Government (2017). "Attainment and Achievement."

Biographical note

Rachael Williams, MSc, SQH, BSc (Hons)

Rachael Williams is an experienced educational leader with a strong background in quality improvement, curriculum innovation, and policy development. With leadership roles spanning primary, secondary, and post-16 education, she has driven strategic improvements in pedagogy, attainment, school leadership and professional learning at local, regional and national levels. Rachael is passionate about improving outcomes for learners through evidence based decision making and high quality self-evaluation.

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