Tag Archives: education

Scanning the globe

Several reports over the past month highlight issues such as educational funding, early childhood education, new schools and school closure, and curriculum:

Funding

In the Phillipines, http://www.philstar.com argues that the country is not contributing enough to education. While education spending increased from 1999 to 2011 (13.9% to 15%), it has yet to reach the target 20% of the national budget. According to UNESCO, “The share of national income invested in education, which equalled the subregional average in 1999, had fallen behind by 2009 at 2.7 percent of GNP, compared with an average of 3.2 percent for East Asia.” In CanadaThe Globe and Mail reports that school boards have increased their spending over the past decade. In Canada as a whole, expenditures have increased 53 per cent – or 5.3 per cent a year, a rate much higher than inflation. In Australia, The Australian Teacher Magazine reports that the government is in the midst of a debate over the funding of education. While the government has committed to a new educational funding system for four years starting from 2014, officials are debating the timeline for the new funding system as well as the question of whether the funding should go to private schools as well as public schools. Meanwhile, The Norway Post reports that the Norwegian government is making plans to increase spending on teacher training.

Early Childhood Education

In Bulgariahttp://www.novinite.com reports that, in order to avoid a loss of EU funding, new legislation is being drafted and must go into effect by September 2014. Legislation includes revisions to a draft law on pre-school education, which include making pre-school education non-compulsory for 4-year-olds. Meanwhile, The Helsinki Times reports that Finland, where approximately 63% of children aged 1-6 attended daycare in 2012, is considering a new law that would “secure the high quality of early childhood education,” as well as all other issues, including funding and teacher quality.

New Schools and School Closure

According to Norways The Foreigner, Conservative Education Minister Torbjørn Røe Isaksen has proposed lifting current restrictions on establishing private schools. Meanwhile, in Scotland, the government has amended the Children and Young People Bill in order to defer decisions about school closures to new review panels. The aim of establishing these panels is to improve transparency and remove allegations of political bias from the process. In Lithuania, the Education and Science Ministry has approved a network of Russian-language schools, emphasizing that education programs of foreign countries and international organizations must be consistent with the education goals and principles in the Education Law of Lithuania, as well as the law on national security and other legal acts.

Curriculum

In Finland, The Helsinki Times reports that a high school reform task force delivered a proposal to the Minister of Education and Science in which they proposed reducing compulsory subjects, such as the study of Swedish, and introducing new interdisciplinary studies. The proposal has been met with resistance from some teachers and politicians. Meanwhile, in The New York Times, questions about the relationship between identity and the curriculum surface for Palestinian children who are educated in Israel, and Muslims who are educaed in Germany. The debate over language instruction is ongoing in countries such as The NetherlandsLatvia, and Japan.

In AustraliaAustralian Teacher Magazine reports on a new review of the national curriculum, which leadership feels should be pared back to basics. Kevin Donnely, one of two men who will conduct the review, raises concerns over teaching and learning, and considers the relationship between educational spending and learning outcomes. As he explains, “We really do need to know whether the millions and millions of dollars that’s gone into education over the last 20 years, where results have flatlined or have gone backwards – we want to know how effective that money has been.”

Educational Testing in China, France, and Singapore

Reports in news publications focusing on Singapore, China, and France, show that prominent educational researchers and politicians are raising questions about educational testing, and even introducing reforms that drastically alter the testing landscape.  * Links are embedded as hyperlinks below.

China

According to a new document released by China’s Ministry of Education, the efforts of various education reform efforts over the past few decades has had no impact on China’s “tendency to evaluate education quality based simply on student test scores and school admissions rates.” In order to address the problems brought about by high-stakes testing, the Ministry of Education is taking steps to implement more serious reforms to change how schools are evaluated. Their new evaluation framework, which is called “Green Evaluation,” will end the use of test scores as the only measure of education quality and focus on five new indicators: moral development, academic development, psychological and physical health, development of interests and unique talents, and academic burdens.

France

Ed Alcock for The New York Times

Ed Alcock for The New York Times

As The New York Times recently reported in their article, “Rite of Passage for French Students Receives Poor Grade,” criticism of the baccalauréat in France is building. The weeklong national test is “better known simply as the ‘bac,’ the exhaustive finishing exam that has racked the nerves of France’s students since the time of Napoleon.” It is the “sole element considered in the awarding of high school diplomas,” but many critics such as Emmanuel Davidenkoff, the editor of the education magazine L’Étudiant, say the test does not evaluate the most relevant of students’ capabilities. “In France,” he says, “we evaluate essentially only hard knowledge, not all abilities.” The center-left government wants to reform the national school system, but is focused on primary schools. Education Minister Vincent Peillon believes that the tests will evolve as the country continues to reflect on it.

Singapore

Dr. Linda Darling-Hammond

Dr. Linda Darling-Hammond

The Sunday Times reported on a recent visit from Professor Linda Darling-Hammond of Stanford University, who was recently appointed a Visiting Professor to the National Institute of Education in Singapore. Darling-Hammond shared her impressions of the Primary School Leaving Exam (PSLE) on a visit to the country earlier this month. On the one hand, the examination system in general earned her praise as it places an emphasis on the testing of higher order thinking skills such as application, analysis, synthesis and evaluation. On the other hand, Darling-Hammond has reservations on how the results of a examinations taken at a particular stage (12 year olds) are used to determine the academic future of the children. She is of the opinion that a broader range of modes of assessment be used, including, for example, interviews and portfolios. While the latter approach is “less tidy … more time consuming,” positive results could be yielded from such a broader approach to testing.

Equality of access in math and science in Finland, Sweden, and the United State

In a recent paper presented at the American Educational Research Association, “Moving on up? A framework for evaluating equality of access in education, with illustrations from Finland, Sweden and the United States,” Jennifer von Reis Saari shared the results of a study of the ways in which schools in Finland, Sweden, and the United States, track students in math and science. In this post, von Reis Saari briefly describes some of the current concerns about inequality in Sweden and Finland, as well as some of the differences she has documented in the way these countries, and the US, approach tracking.

Jennifer von Reis Saari

Jennifer von Reis Saari

The recent riots in Sweden are drawing attention to how the assumption that Nordic countries, as well as their school systems, are equitable is oversimplified. Finland, for example, is often considered untracked.  However, visitors to Finland are sometimes surprised that the country has a system of competitive school choice at the upper-secondary level, after age 16.   In fact, despite the Finnish Minister of Education, Krista Kiuru’s resistance to the publishing of league tables of individual school performance, savvy students and parents are well aware of school rankings, and lists of upper-secondary school averages on national exams are published at the end of May each year. In addition, there is an increasing appetite for more differentiation and choice.  In neighboring Sweden, comparatively liberal school choice policies and the allowance of for-profit, publicly funded schools, have coincided with increasing social disparities in educational outcomes.  In a study of student persistence in mathematics and science, I found that students I surveyed and interviewed in both countries experienced ability grouping and tracking in mathematics and science during both compulsory school, and upper-secondary school. To characterize Finnish or Swedish school systems as equal, or un-stratified, obscures the ways these systems react to, and create, inequalities.

A closer look at the experiences of students I interviewed in Finland, Sweden, and the United States, however, highlights how critical aspects of these choice and tracking systems, such as the mechanism for allocation (the how, why, and when students choose, or are selected into, particular schools or tracks), the transparency of the system (how clear the different educational choices and their consequences are), and the permeability (the degree of mobility allowed between tracks and schools), can either promote or obstruct the pathways of students who aspire to careers in mathematics and science related fields. In particular, the Finnish education system can be described as more permeable than either Sweden or the United States; the Finnish secondary school students I studied could more freely choose advanced mathematics and science courses and tracks in contrast to their counterparts in Sweden or the United States.  They could make these choices even if they were not in advanced mathematics tracks before they reached the secondary level.   This seemed to result in a greater retention of passionate, interested students, particularly young men who may have struggled earlier in their school careers.

Focusing on permeability is important not only from a standpoint of equity, but also in terms of efficiency, for retaining and fostering skilled talent in STEM fields.   The lack of permeability of math and science tracks may be a particular concern in the United States, where the high cost of post-secondary education and widening disparities between universities and community colleges, which once served to increase opportunities for mobility, compounds lost opportunities during primary and secondary school. Fostering passion for mathematics and science among students may require structures that respond to increasing commitment and performance by providing clear, built-in pathways for upward mobility.

For more information:

“Equity trends in the Swedish school system: A quantitative analysis of variation in student performance and equity from a time perspective”

“School choice and its effects in Sweden”

“Middle class children’s choices to avoid local schools”

“Tracking Effects Depend on Tracking Type: An International Comparison of Students’ Mathematics Self-Concept”

 

Guatemala

Program to Promote Educational Reading Levels

Prensa Libre (January 11, 2013)

c9e9ad2a43a146355919a081f7560134_int470As Guatemalan schools begin the 2013 academic school year this month, teachers across the country are expected to implement a new reading program, entitled “Leamos Juntos” (the literal translation of which is “We Read Together”), aimed to promote reading and to involve students, teachers, families, and communities in the development of reading. The program has in common characteristics of earlier reading reforms from 2006 and 2011 – which, among their goals, served to promote healthy reading habits within families as well as to maintain Guatemalan oral traditions – and is a response to an “Ibero-American Educational Cooperation” conference) held last October 2012 . Within that conference, Spanish-speaking countries vowed to prepare a reading plan for the furthering of literacy in their schools.

With 90M Quetzales (a little over $11M) invested in the reform, one primary component of the program involves a normalized half-hour of reading per day within classrooms as a way to foment a love of reading among students. The money, borrowed from the International Development Bank, will be used for four purposes: 1) the purchase of 4.5M books, 2) materials to safeguard and deliver books to schools, 3) infrastructure for the storage of books, and 4) the eventual printing of e-books donated by UNESCO.

The Guatemalan Ministry of Education has created a national commission on reading as well as departmental commissions that are in charge of their respective educational centers and schools (both public and private). These commissions are expected to devise the human resources necessary to follow through with the promotion as well as effective methods – including a systemization of “good reading practices” – for teachers to help children with acquiring and developing their reading skills. Those departmental commissions are also in charge of their own resources and materials, presumably divided from the investments mentioned previously.

Additionally the reform calls for a commission of integrated school reading that includes the director of the institution, two teachers, two parent representatives, and two students whose responsibilities include ensuring the appropriate use of materials (ensuring that they’re organized by theme, type, language, etc.). Teachers in all institutions have the major responsibility of carrying out lessons that involve student participation and activities related to the reading. Finally, periodic evaluations of reading departments, institutions, and areas are a part of the reform.

Contributed by Tran Templeton

For more information:

Guatemala: National Reading Program “We Read Together”

90M Quetzales Invested in Reading Program

 

Chile

Chile must attract the best to the teaching profession

Marcela Andrés, Latercera (December 9, 2012)

*link in Spanish

Andreas Schleicher (Google Images)

Andreas Schleicher (Google Images)

Andreas Schleicher, Deputy Director for Education and Special Advisor on Education Policy to the OECD’s Secretary-General, has declared that Chile should embark on a campaign to obtain a better education system. He assured that compared to other Latin American countries, Chile has made gains according to PISA results; however, compared to economically developed countries, Chile presents much lower scores, and much higher disparities. Social context, such as public versus private education, has an impact on academic performance that is more significant than in many other countries.

Schleicher proposed measures to avoid the conditioning of the academic future of students according to social class. Additionally, Schleicher declared that Chile must attract the best to the teaching profession and place them in schools most in need of improvement to lessen current disparities.

Schleicher also professed modifications to the PISA test. He stated that in 2009, many students used computers and PISA assessed their ability to read digitally. In 2015, they will be evaluated on their ability to solve problems collaboratively and in  context.

For more information:

Chile should not be satisfied with being the best of the second division (link in Spanish)

 

Vietnam

VND15 trillion approved for national education and training

Nhan Dan Online (September 11, 2012)

Prime Minister Nguyen Tan Dung

Prime Minister Nguyen Tan Dung has announced that the government will dedicate $730 million to The National Target Program on Education and Training, which will be in effect until 2015. This program aims to standardize universal kindergarten, maintain and improve the standardization of primary and secondary education, and improve literacy rates (currently 90.3% across the population). This program also specifically targets development in disadvantaged regions, rural areas, and communities with ethnic minorities. The construction of a number of facilities, libraries, teacher workrooms, and boarding schools, is expected.

Related resources and background information:

VND 15,200 billion for education and training

PM Calls for More Investment in Education

Schools to Apply New Educational Model

City to Subsidize Education for Poor

Canadian International Development Agency video on “achieving education for all in Vietnam”:

Scan of Education News: September 1st-18th

The month of September has proven to be an eventful one for global news related to educational policy and change.

This back-to-school time of year has seen teacher strikes in places such as ChicagoEnglandAustraliaKenya, and Slovakia. These teachers are commonly concerned about new approaches to teacher evaluations and compensation, slashed education budgets, and working conditions. In contrast to many countries that seem to position educators and politicians on opposing sides, Norway announced that it will propose changes to their teacher evaluation system by working with teachers, and incorporating student input as well.

High school students have been staging their own dramatic protests worldwide as well. In Chile, the students occupied schools and government buildings to protest tax reforms that they said failed to devote adequate resources to education. In China, female students protested university gender quotas that eased entrance requirements for male students and kept women out. A similar issue arose in Iran, as 36 universities banned women from 77 fields of study in a move that prompted the UN to call for an investigation.

Innovation and reform in school curricula have also made the news this month. China will focus on vocational training to meet economic demands; France will introduce ethics and citizenship courses; Estonia’s first-graders will learn computer code; and Bosnia will introduce a plan to unite children of different ethnic backgrounds. Over the summer, Hong Kong introduced a controversial “patriotic” curriculum, but the plan was later quashed due to parent and teacher protests.

Singapore has also announced a major new initiative that will revolutionize measures of school effectiveness in the country. Moving away from a quantified approach to evaluating schools (based on test scores and a ranking system), the country will adopt a “student-centric, values-driven” approach to education in which best practices are developed and shared among educators in a new online system. Schools also hope to build relationships with parents and communities. Singapore’s new direction seems to be in stark contrast to the OECD Report, which created a global stir when released last week, as countries were ranked by everything from student performance to teacher pay.

Singapore

MOE Removes Secondary School Banding and Revamps School Awards

Ministry of Education Press Release (September 12, 2012)

The Ministry of Education has announced plans to modify its measures of school effectiveness and will shift its emphasis to promote best practices over academic banding (or tracking). Reforms include abolishment of school rankings that are based on academic results, an emphasis on good practices over score-based awards, and building partnerships with parents and the community. The MOE will promote sharing across schools by establishing an online Good School Practices (GSP) repository to encourage the sharing of ideas between schools and teachers.

Additional news reports can be found here:

The Information Daily

Today Online

An infographic from the Singapore Ministry of Education:

“Achieving a Student-Centric, Values-Driven Education”

 

 

 

Ireland

The Minister for Education and Skills, Ruairí Quinn T.D.

Minister Quinn gives go ahead for major restructuring of initial teacher education provision

Press Release, Irish Department of Education and Skills (September 5, 2012)

The Minister for Education and Skills, Ruairí Quinn T.D., will go ahead with a sweeping overhaul to teacher education. Following recommendations from a recent Higher Education Authority (HEA) report, only six “centres for teacher education” will provide Initial Teacher Education (ITE) offering primary and post-primary teaching. In the new system, greater emphasis will be placed on literacy, math and pedagogical skills.  Additional curricular reforms have already been outlined by the Minister.

The HEA has been asked to submit a report with more formal proposals and financial implications by the end of the year.

Click here to view full report

Chile

Chilean students announce new protests demanding a better education

Ultima Hora (September 2, 2012)

“Education is sold”

Chilean university students announced today that they will mobilize once more during the second week of September. These student protests demand better quality of education and reject government intervention, such as the proposed tax reform. Students’ pleas for a restructuring of the Chilean education system have not been addressed by the Chilean government.

Chilean Gov Calls for an End to School Occupations

Gwynne Hogan, The Santiago Times (September 6, 2012)

Santiago Mayor Pablo Zalaquett

Santiago Mayor Pablo Zalaquett and Education Minister Harald Beyer have responded to a month of student marches and occupations by calling for students to return to school when in opens, on September 20th: “We are making an appeal to the youth, we encourage them to fight for their right to quality education through peaceful marches and cultural acts, but they must stop missing school because there are not going to be special laws for them,” Zalaquett said. In 2011, 70,000 students were held back when the school system was paralyzed due to similar school occupations.