Asia is the Future

McKinsey’s have shared a very good 2-part video that helps understanding of why Asia’s future is so strong and will lead the world.

Dr Parag Khanna of FutureMap highlights many of the factors that made me so convinced 20 years ago that I had made the right move coming East. I still love my home country, but struggle to see myself ever living there again, exactly because of the issues highlighted here.

McKinsey Insights – Why the Future is Asian

One key takeaway for me from these two videos is that the education offered by schools (and especially International Schools) in Asia shouldn’t simply mimic or replicate western school models (especially as so many of them are broken models). We need schools that tap in to the best of modern knowledge in areas like neurology, learning and understanding of what young people need to excel in the future. It’s vital that the schools reflect and project ‘Asian-ness’, are modern and open minded in their educational approaches and pay attention to the issues of scale and equity in order to ensure that the strong, powerful future has a workforce that is flexible, creative, innovative and bold.

If there are two elements that Khanna doesn’t highlight in these videos (maybe more so in his book which i’m yet to read) that I would consider mark out Asianness today it’s high personal aspiration and work ethic. Ironically, a strong work ethic combined with aspiration was a key constituent in the rise of the West. As Asians have come to see the fruits of affluence enjoyed in the West, these attributes have become the hallmark of Asians. The Western pessimism highlighted by Khanna is reflected in the shifting attitudes to personal aspiration and effort.

I feel honoured all the time I get the right to be a part of this exciting future.

Some deeper insights from Parag Khanna:

 

The Library as Core of a School

Library

“Lifelong learning is the core of all we do and a key part of our school’s values.”

Yada yada. I call inconsistency on any school that doesn’t put its library at the very core of its school in terms of physical focus, time spent, focus, teacher focus, employee skills and seniority. In many schools today the library is the ONLY place where a child can be free to pursue the learning that interests and enthuses them, instead of learning what they’re told, when they’re told, how they’re told, as deep as they’re told.

I’ve been writing on this issue for many years – here are couple of articles that are nearly 8 years old:
Technology Changing the Concept of Libraries
Role of Librarians in the Twenty First Century

(The first one might be interesting reading for those with short memories at The Shri Ram School, Aravali!!)

However, what’s the reality of libraries I’ve seen in schools across a number of countries?

a) A library in an English medium school where the librarian didn’t speak English,
b) An occasion where I sought to persuade English teachers to take over control of a school library – all resisted as they saw this as a demotion, humiliating and a move away from teaching that would be terminal for their careers,
c) A school library that was often used as a storage space for used stage scenery and props, kept locked through most of the school day,
d) A great big clue – the number of international schools where the librarian is part of the administrative staff headcount, not academic (meaning that as well as being employed on salaries much lower than teachers, they have little or no contact with teachers, especially on academic matters, are excluded from meetings on academic matters and are treated as ‘keeper of the books’.
e) No feedback related to the library in school reporting to parents (meaning that children are taught to think the library unimportant – in fact time there is seen as a ‘free period’.

To be fair, I’ve also seen some very enlightening and positive practices. However, many of these involved people who were not traditional librarians trained through the conventional routes;

a) A librarian who made it a significant part of her role to improve the reading abilities of every child in the school, backing up this work with annual reading competence tests (with a page included in the annual reporting to parents),
b) A librarian who regularly created special displays for holidays, festivals, special public events (e.g. Olympics), with colourful visual displays, relevant library resources on the topic and registers of relevant websites that students can access to learn more,
c) Similar to b), special displays related to particular children’s authors,
d) A librarian who created a maker space, including a 3-D printer,
e) A school in Gurugram, India that has opened its school library outside school hours for the use of pupils and family members. This is especially valuable in environments where public libraries don’t exist.
f) A school librarian who had read every book in the library! He used to have conversations with children when they returned books. For example, he might ask if they had enjoyed the ending of a book. If the evidence was they hadn’t made it to the end of the book he’d probe further to find out why. If it had proved too challenging, but they liked the genre, he would suggest an alternative and actually take them to the shelf where that book was located.
g) A school library that kept an online catalogue of the learning resources that provided scope for the pupils to write reviews, suggestions and recommendations that would guide the reading habits of their peers,
h) A library that kept a full record of all books read/ withdrawn by a pupil over an academic year and provided a report to parents at year end on what the progression suggested about their reading habits (and what they might do the following year to advance their reading).

Lifelong learners as grownups are likely to have had the opportunity as children to learn how to find resources, how to use resources to set up trails to related resources and how to pursue personal interests and fascinations to considerable depths. This includes exploring different perspectives and views on issues. Libraries are the best places for young people to acquire these skills.

This is why i suggest that the treatment of a school’s library tells a lot about that school’s real approach to the education of the whole child, the acquisition of Twenty First Century skills and the development of the habits of lifelong learning. Many schools have a very long way to go to make their actions match their words.

Don’t just take my word for it. Here’s a very good short article from the US, published just last week on the subject;
eSchool News: 10 Reasons School Librarians Are More Important Than Ever

 

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