Stop, collaborate and listen
While agreeing with his observations about the importance of collaboration and professional autonomy, I was disconcerted by Andreas Schleicher's ignorance of a key point of government policy. He says: "One thing the Brits are doing well is awarding academy status contingent on schools' demonstrating excellence first." That emphatically is not the case, as illustrated by instances of forced or "persuaded" conversions brokered by Department for Education officials. But, of course, Schleicher's information is partial and out of date - two of the criticisms levelled at the Programme for International Student Assessment by those of us questioning the reliability of its data.
Colin Richards, Spark Bridge, Cumbria.