I agree that it is essential not to get side-tracked by 'measuring'
performance quantitatively. Qualitative description is entirely possible and
valid. The key to using this as a performance indicator is to establish a
bench mark and make comparisons between services.
The Museums Economic Growth (MEG) project managed by the West Midlands
Regional Museums Council and the Heart of England Tourist Board established
a process to assess performance in all areas of visitor service - including
education and interpretation - in 30 museums. As the project progressed, it
became easier to make valid comparisons between different museums.
Quality of output can begin to be assessed through a variety of measurable
outputs - knowledge of audiences (including an understanding that there ARE
different audiences - by no means common); evidence of differentiated
communication; the accessibility of interpretation, including clarity of
objectives and matching output; and the provision of education programmes
etc. The quality of management systems such as policies and plans is also
important and can be assessed against relatively simple criteria.
It is relatively easy to assess the quality of educational output by
observation - just as OFSTED can asses the quality of education in schools.
Measuring individual learning is where the real difficulties begin, as we
have seen with attempts to test achievement in schools. I would argue that
this approach is not valid for museums (or schools - but that is another
argument!).
I have thought for some time that if museum education is to be properly
valued as an essential ingredient in the delivery of education and lifelong
learning, there has to be a quality standard and, by implication, some form
of inspection. There is a wide variance in the quality of educational output
in museums - perhaps we need to accept that inspection is one way of raising
standards. I am just grateful that Mr Woodhead has employment for another
few years and has his hands full with the schools agenda.
Apologies if this is too long.
Peter Clarke
e-mail: [log in to unmask]
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