In preparation for my upcoming business trip to U.S.A. to research the use of technology in a selection of American public and private schools, I met with quality-in- schools expert Peter Fellmann in Cologne. During my trip in June I plan to meet teachers, students and administrators and school directors in New York City, Princeton NJ, Baltimore MD and St. Louis MO to investigate exactly how and why they are using technology and what results they have achieved.
Peter Fellmann is a real expert in school management and quality in education and has comprehensive experience in the German education system. He has served as a teacher, worked in the NRW Ministry of Education and has travelled extensively to investigate best practice in quality schools. He has a solid background in quality and certification in European Continuing Education Management (Europäisches Weiterbildungs-Management EWBM). I addition, he has conducted many international school comparisons and inspections. Peter Fellmann is the interim principal at a major Gesamtschule (comprehensive school), Lise-Meitner-Gesamtschule in Cologne, Germany. He oversees 1,300 students and 110 teachers in what is termed in German a ‘structurally weak’ area. This basically means it is a ‘difficult’ school district. Don’t ask me where he finds the time to do all the things he does!
I met with Peter Fellmann to discuss Business English and blended learning in high schools to find out where he sees student needs. I also wanted to tap into his extensive network of school connections and ask for recommendations on a few schools to visit during my visit to the U.S.A.
Talking to him it became obvious that Peter Fellmann is dedicated to creating a quality organization for the benefit of one special interest group: the students. Unfortunately students are not always the focus of education systems in Germany. As my own experience has shown, many times the emphasis is diverted to a focus on teachers’ concerns rather than on the real target group. I have seen education levels decline in trainees in the corporate world in Germany over the past 20 years; many trainees cannot draft a simple email in English, let alone be in a position to compete in global markets. Experience with trainees in companies has demonstrated to me that public schools and teacher training must also be the focus of U.S. English Services. There is a lot to do. I am currently investigating the use blended learning and business English in schools in both the U.S.A. and Germany in order to develop quality train-the-trainer programs and to improve effectiveness and acceptability.
Peter Fellmann is not afraid to mention the words ‘quality’ and ‘management’ in connection with education. Speaking with him, I got the sense that he realizes exactly what is at stake for the 1,300 kids under his responsibility. He conveys a positive sense of contagious urgency in attempting to make sure his students are provided with quality in education. He shared a wealth of useful insight and gave me quite a few introductions to quality-minded educators in the U.S.A. I got the distinct impression that Peter Fellmann is a very different kind of educator; this is refreshing and encouraging indeed!
Blended learning is all about an increase in effectiveness in learning and thus is integrally connected with quality. In my opinion, much too little is done in German schools to introduce hybrid learning methodology. As a result, learning is not as effective as it could or should be. Part of the problem lies in complacency and resistance to change demonstrated by the greatest multiplier group for new learning forms: the teachers. From my exchanges with quality teachers however, I do sense that recognition of the importance for change is starting to increase. Some within the system sense the urgency. The question is: will too little be done too late?