Category Archives: About K-12 International Education News

10 bil. yen for science education / Govt plans to raise subsidies for primary, middle school materials

Daily Yomiuri (January 8, 2013)

Japan’s education ministry, prompted by Democratic Party of Japan proposals, has increased subsidies for the purpose of providing more funds for science education in primary and middle schools. The plan is to fund teaching science as well as provide the supplies and books to conduct experiments inside more classrooms. Based on recent IEA (International Association for the Evaluation of Educational Achievement) global surveys, when middle school students are asked what kind of jobs they wished to pursue, 20% of middle school students responded “want to find jobs utilizing scientific knowledge,” which is significantly lower than the international average of 56%.

Chilean preschool curriculum to be implemented as public policy in Haiti

Latercera (January 10, 2012)

*link in Spanish

As a result of the work produced by two Early Childhood Education Pilot Programs in Haiti, the Chilean National Intercultural Preschool Education Board (JUNJI), designed a Preschool Curricular Plan for Haiti with the help of the Chilean Agency for International Cooperation (AGCI). This month, AGCI’s executive director, Ambassador Jorge Daccarett, will visit some of the educational establishments before meeting with Haiti’s Education Minister Sr. Vanneur Pierre to advance the implementation of this curricular proposal.

Formal education in Haiti begins at the age of six. Chile’s push for the implementation of preschool establishments began in 2009 with the creation of two Preschool Centers. JUNJI’s vice-president, Maria Francisca Correa, maintains that being able to contribute to the development of this preschool curricular proposal for Haiti is very inspiring since she is convinced of the vital importance of early childhood education.

On December 11, 2012, the TIMSS and PIRLS International Study Center released the results of the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), and news reports from around the world are already trying to interpret the results.

Reports in Norway note that students are performing better in reading, mathematics and science, and that (particularly in 4th grade math scores) they are catching up with Finland. Drastic improvements made the news in Russia and Israel, although in Israel a dramatic gap between Hebrew-speaking and Arabic-speaking students was also recognized.

In Australia, the results were considered a disappointment, especially in consideration of the Prime Minister’s ambitious education goals and plans for additional school funding. In response to the unexpectedly low scores, Geoff Masters (Chief Executive of the Australian Council for Educational Research) explained on Australia’s AM radio program, “We know from international research and experience ourselves that what really makes a difference is the quality of the teaching that’s occurring in classrooms, the quality of the leadership of schools.”

Northern Ireland emerged as Europe’s top performing education system for primary maths. Students in the Republic of Ireland performed nicely as well, ranking 10th in reading out of 45 countries, 17th in maths out of 50 countries, and 22nd in science out of 50 countries; however, Ireland is not ranked among the top performing countries in any of the three tests. As a result, Minister for Education Ruairí Quinn has said that he would like to see more time devoted to science and maths in Irish schools, rather than Irish and religion. “That’s why we’ve asked for the divestment by the Catholic church of many of the primary schools that they currently have.”

Singapore students enjoyed high scores, as they have in previous years, but government officials expressed concern about the students lack of confidence – an issue they hope to address with their new student-centric, values-driven educational model.

While South Africa (along with Honduras and Botswana) reported the lowest scores in math and science, South Africa reported a significant improvement amongst the “most disadvantaged” students – a fact that “coincides with learners and schools receiving the highest number of interventions aimed at improving the quality of education, from both public and private sector providers.”

In the U.S., The Hechinger Report explains that while there have been some gains, U.S. students continue to lag behind their Asian peers.

For more information:

WELCOME TO THE TIMSS AND PIRLS 2011 DATA RELEASE

N.N., www.wienerzeitung.at (November 27, 2012)

Claudia Schmied Photo: Reuters

The extension of the all-day-school reform in Austria is still subject of discussion among the governing political parties SPÖ (Social Democratic Party of Austria) and ÖVP (Austrian People’s Party). The reform should have already passed the Council of Ministers, but the SPÖ refused to agree with the ÖVP’s draft law of the reform. Claudia Schmied, Minister of Education (SPÖ) criticizes that the ÖVP makes demands in return like ethics classes or a second compulsory kindergarten year for those who are in need. Furthermore, they demand that parents, teachers, principals, and students should be allowed to decide whether they want to implement an all-day-school-reform at their school. However, the SPÖ wants to stick with the rule that as soon as 15 students state the need for care in the afternoons, the school has to change into an all-day-school-model. Schmied is convinced that the decision nevertheless will be made this year. “There is no way around the all-day-school,” she says and points out that she will continue the negotiations with the ÖVP.

For more information:

All day school plans take shape

On the school reform debate in Austria over the past year: School Reform: Austria Petitions for Change

On teacher education in Austria: International experience as part of teacher education

Falling Behind in Sciences

Yong Yen Nie, The Straits Times (November 28, 2012)

Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin

The Malaysian government has identified the field of science as a source for potential economic development. Therefore, the fact that fewer than one in five graduates are qualified in science is disconcerting. To rectify the situation, the Government plans to increase the number of students studying science through the provision of tax breaks for the parents of children who study science, and distribution of financial aid and grants to students. Education Minister Muhyiddin Yassin (also Deputy Prime Minister) wants to see the number of science students increase by 10 per cent by 2014.

For more information:

Education Ministry forms committee to boost science student numbers

DPM launches network to connect Malaysian scientists worldwide