Jack Ma on the Future of Education

 

The OECD recently held a major conference in Paris – The Forum for World Education. After standing down from his leadership role with Alibaba Group, Jack Ma has committed to put the bulk of his energies in to education.

He delivered an interest keynote speech at this conference.

Teacher Remuneration Around the World

teaching

The World Economic Forum recently shared updated OECD data on teacher salaries in different countries.

World Economic Forum – Where are teachers Paid the Most?

The source data also carries some other interesting data from many different countries splitting the remuneration down according to teacher experience and the age of the students they teach. There’s also data on class sizes, ages of Principals and teaching hours that are also very interesting for comparison purposes;

OECD Data –  Teacher and Education Data

(For both links, simply click on the link and it will open as a new tab or window)

International League Tables For School Learning

PISA-2012-results-snapshot-Volume-I-ENG
(Right click on the link above to either download the pdf document or to open it in another browser tab or window. You will need pdf reader software such as adobe in order to open the document)

With some justification, people will be tempted to say that parents and pupils can only aspire to the very best of International 21st Century learning, when they have access to an education that delivers on the most basic of fundamentals first to at least a decent standard. The fundamentals of reading, writing, mathematical skills and ability to think scientifically are the core foundational skills that need to be acquired by any student from their years of schooling.

It was in order to measure, compare and raise standards in these areas that the PISA tests started to be used by OECD countries, the results tabulated, compared and widely circulated. The tests are taken by children aged 15 and the last set of published results were for the 2012 tests (the 2015 results will come out in December 2016).

Inevitably, the reality is that the data can make for very painful reading and some hard questions for government. For example, considering the wealth levels of the country and amount spent on education, the US data has long been a cause for considerable concern in that country. It has the potential to inspire, motivate and encourage innovation, but too often i fear it motivates knee-jerk reactions and a greater tendency to make achievement in a test the goal in children’s education – rather than a means to an end and a tool.

Here’s an article that carries an interesting analysis of the data. It highlights the unacceptable numbers of children who are being failed by the education systems in so-called developed countries that spend considerable sums of money on public education. If these people cannot achieve even the acceptable minimum learning levels they are pretty much denied the ability to play a full and active part in the economy throughout life. The article also, quite rightly stresses that there are so many factors that impinge upon the performance of education systems that the best comparisons are those between countries which are geographically and culturally similar. Such a comparison makes Malaysia’s results even more intolerable (when compared with the likes of Singapore). The final article is one of optimism – where the will exists, positive change can be achieved that brings great benefit to young people’s lives and the society as a whole;

World Economic Forum – The Conversation – Where Are Children Getting The Best Education?

India took part (once), but sadly found the results so embarrassing that they simply withdrew and said they ‘didn’t want to play’. The government (read Sheikh Mohammed) of UAE took their typical approach – they decree from the top that something will be a certain way, and then just demand that others do whatever it takes to make that happen. In this case, they’ve set an ambitious target (considering where the country’s students scored in 2012) to see the country placed in the top 10 worldwide.

For Malaysia, the evidence is clear – there’s much work to do. I’m not aware of whether the original data reflects just students from government schools, or whether private sector students were included. Nevertheless, the data reflects an education system that is failing to give enough students an adequate grounding in education basics and fundamentals, let alone aspiring to deliver a truly holistic Twenty First Century education. As private sector schools, and especially as the expatriates within them I believe we’re duty bound to do all in our power to share knowledge, techniques, principles and ideas, to help people to understand and believe in what’s possible educationally. We need to be ready to share key messages about what’s required for children to be educated in ways that will enable them to excel and succeed in the wider world.

As I mentioned earlier, there is an inevitability that countries that jealously eye those top spots in the league tables look to see what they can emulate (copy), in the shortest possible time in order to drive similar results through their education systems. We see this in the UK and US conservative interests in the systems of Singapore and Shanghai. Where there are cultural similarities (Singapore and Malaysia) the temptation to simply mimic is even stronger.

However, here’s an excellently written article that delves in to the Singapore system that carries all the warnings about simple mimicry. In fact, it shows that Singapore, just like China has recognised that topping these league charts is only one element in a much more complex education equation and that, in fact, there are ways in which their rigid, teacher-centric, delivery based models carry fundamental weaknesses, however well they’re implemented. Thus, as others begin to see how to mimic Singapore, the small nation state is doing careful analysis about how they can reform and modernise the system they have;

The Conversation – Why is Singapore’s school system so successful, and is it a model for the West?

Among the senior team at Tenby in recent weeks we’ve been having a number of discussions about the critical importance of our educators (especially contractual expatriots) ‘leaving a legacy’. The growth in International education means that in the next few years there is going to be a shortage of talented, trained and motivated local talent. We have to play our part to make ours an attractive professional choice for local teachers and we need to ensure that the training, mentoring and support is there to enable the local teachers to understand and acquire the skills that put them on a par with teachers available from anywhere in the world.

Lots of work ahead.

Could You Pass PISA?

The PISA tests are conducted on a regular basis across schools throughout OECD countries as a means of benchmarking the education systems of those countries (particularly State systems). It is, for example, the result of these tests that caused so much focus in recent years on the education system of Finland as many looked to see what they might learn for their own countries from the way the Finns approach education. When Chinese students first took the tests they performed extremely well, though there have been acknowledgements that the students all too often lack other skills having been drilled in a very rote-based education system. For an understanding of India’s position – see below!

This article is very interesting. Firstly, it offers access to the full “The Organization for Economic Cooperation and Development’s 2012 Education at a Glance Report”. This carries a wealth of information about everything from the comparative levels of social mobility the education system creates in different countries (how possible is it to achieve academic levels significantly above one’s parents) as a representation of fairness to the relative levels of teacher salaries, training and other facilities in different countries (regrettably data not available for India).

This page also provides an interesting ‘hands on’ experience of doing PISA test questions so that you can pit yourself against the challenges it presents to class 10 students. I’m feeling kind, so won’t ask anyone to reveal their scores here (unless, of course, you can genuinely claim full marks!)

Huffington Post Article – Test Yourself Against PISA

So, what’s the Indian scenario? I’m afraid a very sad state of affairs that makes very clear the long road ahead. India agreed to take part in the 2009 test (taken a year later in 2010 for some technical reasons alongside some other ‘first timer’ countries. Two States were chosen, being those perceived to be amongst the most advanced in State education and development; Himachal Pradesh and Tamil Nadu. Some complained that instead some top private schools should have been entered. However, that would have been out of line with the OECD objectives of comparing the education available to all in the country. When the results, came, they had performed second from bottom, better than only Kyrigistan. What happened next is contained in this Times of india report:

Times of India – PISA

What can we say – there’s a long and hard road ahead, but we must start somewhere.

Head Scratching in USA

The woes of the American school education system continue to get debated and worried over. The PISA results in OECD countries provide lots of interesting clues about what is (and what isn’t) working in school education worldwide. They test primarily Maths and problem solving skills of 15 year olds.

One thing they prove, especially in the case of Finland is that starting last in the ‘race’ can still win. Finnish children start pre-school at the age of 6, school at 7. Before that, no pressure about who is reading, who isn’t, who’s making academic progress (whatever that means) and who isn’t.

To me, the other thing that marks out the top performing countries is great pre and in-service training and professional development for educators, clarity of national learning objectives coupled with lots of localised autonomy about how to achieve those objectives.

It would be fascinating to be able to gauge where India sits currently compared with the OECD countries on PISA. My guess is we would have all extremes – a handful of schools where students would achieve at levels comparable to the best in the world, but the majority producing weak and disappointing outcomes.

We owe it to all children to work tirelessly on these issues., quality education.

New York Times Article

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