Can indicator systems improve the effectiveness of science and mathematics education? The case of the UK

Educational systems, in common with other complex organisations, are viewed as being hierarchically structured, as evolving and as being subject to chaotic fluctuations during their change processes. From these premises it is argued that monitoring is the way in which to keep education on track. An exemplar of a monitoring system from the North of England is described and some aspects of its relation to its clients are explored. Possible uses, non‐uses and abuses of the system are described. One particular use relating to classroom processes is described in some detail to underline some of the benefits which can arise from such a system.