Category Archives: Newspaper Articles

Links to newspaper articles about international educational issues.

China

Heated debate on “examination” and “educating people” problem at China’s Leading Policy Forum
Main China (4 April 2012)

The “one shot, one kill” kind of college entrance exam–known as the “gaokao”–is at the center of the exam-oriented Chinese education system. Education in China teaches to tests and yearns for higher scores, with some labelling these examinations an “obsession” and others pointing to the stress that such high-stakes testing has imposed on students. Besides the very strict once-a-year schedule of the exam, there are also other policy aspects, such as suggesting that students should return to their household-registration city to take the exam, even if they have migrated to and attended school in another city for many years. Universities treat students with the same scores from different regions differently so the “hometown exam-taking” requirement has been causing a tremendous amount of inequality.  Educators and policy makers continued the dialogue on the reform of college entrance exams at Boao Forum, one of China’s leading policy forums.  Some individuals have proposed less stringent guidelines, even favoring more elective options for students.

Ireland

Bishops oppose axeing [sic] class religion rule
Donnelly, K.  The Independent (11 April 2012)

Although they broadly support recent education proposals by Education Minister Ruairi Quinn, bishops in Ireland “are opposed to the proposed scrapping of an old primary school rule, Rule 68, that states religion should underpin every aspect of daily school life.”  Quinn established the Forum on Patronage and Pluralism, which issued a report suggesting that eliminating Rule 68 will allow further respect for Ireland’s increasingly diverse population.  Finn said, “We live in a changed and changing nation. There is a general acceptance that a greater diversity of primary schooling is necessary and I welcome the readiness among partners to embrace this.”  Father Michael Drumm, secretary of the Catholic Schools Partnership, believes the rule can be rephrased but not deleted entirely.  This is a contentious issue, as most schools in Ireland are state-funded but Catholic run.

Scotland

Analysis: from concept to classroom
Denholm, A.  The Herald (11 April 2012)

New research by Stirling University highlights that “there is still significant uncertainty over [Scotland’s Curriculum for Excellent (CfE)], even as 54,000 secondary pupils move towards the first exams in 2014.”  CfE’s purpose was to move education from the regurgitation of facts to “a new style of learning, better suited to the fast-changing modern economy which relies on creative thinking and resourcefulness.”  Focus has been on the early CfE curricular materials, which have been labeled “vague and confusing.”  (A summary of the Stirling University research can be found here; additional news about the study can be found here.)

Ireland

Cuts will force schools to drop Leaving Cert subjects
Donnelly, K.  The Independent (5 April 2012)

Budget cuts are forcing students “in some schools [to face] the loss of important Leaving Certificate subjects such as physics and chemistry next autumn…”  This article highlights how two-out-of-three schools are considering dropping one or more subjects for fifth or sixth years as schools face tighter budgets.  The last budget “cut the extra hours allocation that schools get to provide guidance counselling, resulting in the loss of 700 posts, or an average loss of 0.8 teachers in each school, next September.”  Many schools will have to pay for guidance counselling out of their general allocation of teaching hours, resulting in less funds for instructors who teach Leaving Cert subjects.  In addition to physics and chemistry, other leaving certs schools will likely drop include accountancy and economics.

England

Half of England’s secondaries becoming academies
Hannah, R. BBC News (5 April 2012)

Academy schools are state funded but privately managed primary and secondary schools. The first academy schools were established in 2003, and now less than a decade later, 50% of English secondary schools have either converted or are seeking to convert to the governance model.  Opponents to the proliferation of academy schools “argue academies are unaccountable and undemocratic as they have no link with locally-elected education authorities…”  (See one school’s protest against being turned into an academy here.)  Proponents believe the academy schools’ greater freedoms allow the opportunity for schools to “meet the needs of local parents and pupils.”  (See Education Minister Michael Gove on detractors of academy schools here.)

India

PPP Indian Style
Sengupta, M. The Times of India (4 April 2012)

The nation of India has recently faced the realization that the scale of educational change is too big for the government to fund.  As a result, the private sector has to assume an important role in increasing educational access.  “The government finally announced the much awaited plan to allow private sector investment in secondary schools via the PPP route — with a few caveats, rules and deposits of course. This is a major shift in policy, though we see that the opportunity has not been extended to primary education yet.”  This policy is in line with what has been happening at the pre-school level, as an article from The Hindu highlights.  In addition to these newspaper articles, a study in Economics of Education Review by Amita Chudgara and Elizabeth Quinb “call[s] into question the claim that [the] private school effect may be unequivocally positive and highlights the potential heterogeneity in private school performance in the Indian context.”

Canada

Big class compensation coming
Steffenhagen, J.  Vancouver Sun (3 April 2012)

According to new regulations in British Columbia, “teachers who have more than 30 students in their classes next year may opt for extra pay, additional preparation time, more professional-development money or extra funds for classroom supplies.”  Under Bill 22, which passed last month, teachers will earn $2,000-to-2,500 for each additional student.  Some tout the cost-saving measures of the bill.  For example, the president of the Greater Victoria Teachers’ Association wrote, “If an extra 29 students can be spread around into oversized classes, that will be $2,000 less than the salary of an additional teacher.”  Others, including many teachers, believe that the plan will not lead to improved student learning outcomes.  (See how some teachers feel about Bill 22 here.)

As the video below shows, Bill 22’s imposition of report cards has caused confusion in British Columbia:

England

Teaching technology: we need a digital revolution in the classroom
The Guardian (31 March 2012)

Recently, the government has “thrown out the old syllabus” to institute a new system of education in England.  This editorial challenges the government to change the ways that computer technology is taught in schools, ensuring that students know more than typing in a word processor and downloading an app for the iPhone.  The editors want students to understand that computers are tools that can be programmed and critiqued.  They also want students to learn programming skills in schools.  But, the editors remind governmental leaders that effective change is more than rhetoric: “Ultimately, as anyone who has worked in education knows, fine intentions count for little without the human resources to back them. In this sense, bringing technological innovation and best practice to the classroom is much like the art of building a successful syllabus: the result should set good teachers free to teach, and enable the best possible use to be made of their time and attention.”   Furthermore, the editors remind readers that digital technology has been important for economic growth and political movements (e.g., the Arab Spring), thus providing compelling reasons to continue to teach about computer technology in schools.

Scotland

Why we are wrong to rush children into reading
Lambert, M.  The Herald (1 April 2012)

This commentary asserts that “teaching someone how to read does not make them a reader. In fact, it’s Pavlovian: teaching a young child to read before they are ready might put them off altogether, because they experience this process as intense difficulty, and it takes at least two years before they begin to master the skills, by which time they have hardly associated reading and writing with pleasure and profit, quite apart from having their confidence severely battered.”  The author insists that students should not be forced to learn reading and writing until the second or third year of primary schools, insisting that younger children should be engaged in play.  He cites findings from PISA, including that only 46% of Scottish children only read when they had to and only 26% described reading as a hobby.  (See Scotland’s 2006 PISA performance here; see 2009 results here).  He advocates a system where the early primary years will be a time to instill “curiosity about the world, verbal dexterity and reasoning in describing it, storytelling in being imaginative with it, and a familiarity with the alphabet and different language forms, registers and modes.”  He believes this will help Scottish students gain the confidence and skills that would help them with reading and writing.

Scotland

More powers for newly independent teaching regulator
Marshall, C.  Scotsman.com.  (27 March 2012)

Scotland instituted an “independent, self-regulating professional body for teaching after the decision to bring it into line with organisations such as the General Medical Council.”  The General Teaching Council for Scotland (GTCS) will have greater flexibility and power when dealing with teachers who have “have fallen short of the standards of conduct or professional competence,” according to the UK edition of the Huffington Post.  The Chief Executive of the GTCS, quoted in Scotsman.com, said, “We now have full responsibility for current and future professional standards; we determine the qualifications for entry to teaching; we accredit courses of teacher education; we determine the ‘fitness to teach’ of teachers and applicants for registration; and we have a duty to bring forward a system of Professional Update for registered teachers.”  Also, see the video below from the Press Association: