Content on understanding key learning rudiments in maths and language has been downgraded.
Impressionistic and interpretive learning has come to the fore.
European history and literature is being moved to the backburner.
Everything indigenous is increasingly front and centre of learning.
It seems that less and less is being taught at schools because teachers are increasingly occupied with accountability and recording requirements. More and more key learning requirements are being pushed into students as homework requirements.
Blurred learning is justified by not failing students; competition between students is discouraged, and reports are long on words and short on meaning.
Data compilation including recording, drives teaching and learning strategies. Data is the king of the educational castle.
Schools and staff seem to have less and less influence in driving educational contexts. Educational direction and priorities are set from on high. Education at school level is reactive rather than proactive.