Here is a recent article (March 16) on the ranking of different nations based on their record of innovation. Innovation as in creating new products, new wealth, and therefore greater standard of living for their citizens.
http://www.businessweek.com/globalbiz/content/mar2009/gb20090316_004837.htm?campaign_id=yhoo
The top of the list is Singapore, followed by South Korea.
We have seen Singapore and South Korea top international math and science tests year after year. It has also resulted in a better quality of life for their people. 25% of the Singaporeans were millionaires last year. That percentage is expected to cross 40% in 2014. The "global slowdown" is not expected to change this appreciably. Why Singapore? One reason given below:
"Government commitment to education is one reason many large drugmakers have made Singapore a base for their manufacturing and research. In January, GlaxoSmithKline (GSK) announced plans to invest $65 million to expand its Singapore operations. Schering-Plough (SGP) is opening a center to conduct research and clinical trials in the country, and Novartis has made Singapore the center for company researchers investigating treatments for malaria, tuberculosis, and dengue fever. "Science education is very good here," says Thierry Draganc, project manager for Novartis' malaria research team. "There's a nice constant flow of young graduates." "
Where is the US in all this? Well, we came in 8th. One of the biggest reasons given here:
James P. Andrew, the leader of BCG's global innovation practice and co-author of the report, says "the quality of the workforce" in the U.S. is the biggest problem that many respondents had. As part of the survey, BCG questioned some 800 high-level executives at U.S. companies, and many put concerns about human resources at the top of the list of concerns. "Are we developing the skills at the high school level?" asks Andrew, explaining the responses researchers often encountered. "Are we making it easy for the best and brightest to study and stay in the U.S.?"
Monday, March 16, 2009
Wednesday, March 11, 2009
Obama's National Education Secretary Arne Duncan on Public Broadcasting
I just finished watching Arne Duncan on the Charlie Rose show.
I had to pinch myself several times during the show, just to make sure I was not dreaming. Here is the nation's highest education official, saying things that I wished every education official had said. Many of these things have been expressed right here in the blog. But there he was, on national TV, saying the right things, popular or not. If a fraction of what he said became reality, we would be in fat city. Here are some highlights of what he articulated:
1. School facilities to be kept open for 12 hours a day or longer.
2. High quality pre school for all
3. Teacher merit pay, and much tougher tenure requirements
4. Removal of ineffective teachers, based on student achievement
5. Higher pay for STEM teachers
6. Start/expand charter schools
7. National standards for core subjects
There is tons more stuff because it is a 1 hour interview with no commercial breaks, but it was a riveting interview. Charlie Rose, the interviewer, is no slouch. He asks very pointed questions, until the guest cries uncle. In other words, you know exactly where the guest stands on every issue. But first, something about Arne Duncan's past, as articulated in the interview, caught my attention. The first thing he has going for him is that he is not an education insider. He was not trained in the education circles to think like a teacher or an administrator. So, he does not have the baggage that comes with someone who is predisposed to defend the status quo. This was quite evident when he unequivocally said the system needs to shed poor teachers, based on student achievement. Second, he said he grew up in a neighborhood where getting to adulthood alive was considered a great accomplishment. His mother ran a tutoring program for disadvantaged kids, and those who stuck with education not only got to live, but some went on to achieve much greater things. Third, he and the president appear to be in lockstep with all the proposals. Lastly, there is an unprecedented amount of money being doled out, $112 billion to be exact, to help implement the ideas. This is the largest spending of our future tax dollars since the GI bill. This is the first instance of such synergy that I have seen, that makes me optimistic.
Do I see pitfalls? Sure. Through the grapevine, I heard the money will be fast-tracked to the state governors, with no rules or accountability clauses spelled out, yet. If the past is any indication, the moment the money hits the states, it gets caught up in local politics, and rarely meets its intended goal. But it is a start. I hope the local citizens will hold their elected representatives accountable for spending that money so it accomplishes its intent.
I had to pinch myself several times during the show, just to make sure I was not dreaming. Here is the nation's highest education official, saying things that I wished every education official had said. Many of these things have been expressed right here in the blog. But there he was, on national TV, saying the right things, popular or not. If a fraction of what he said became reality, we would be in fat city. Here are some highlights of what he articulated:
1. School facilities to be kept open for 12 hours a day or longer.
2. High quality pre school for all
3. Teacher merit pay, and much tougher tenure requirements
4. Removal of ineffective teachers, based on student achievement
5. Higher pay for STEM teachers
6. Start/expand charter schools
7. National standards for core subjects
There is tons more stuff because it is a 1 hour interview with no commercial breaks, but it was a riveting interview. Charlie Rose, the interviewer, is no slouch. He asks very pointed questions, until the guest cries uncle. In other words, you know exactly where the guest stands on every issue. But first, something about Arne Duncan's past, as articulated in the interview, caught my attention. The first thing he has going for him is that he is not an education insider. He was not trained in the education circles to think like a teacher or an administrator. So, he does not have the baggage that comes with someone who is predisposed to defend the status quo. This was quite evident when he unequivocally said the system needs to shed poor teachers, based on student achievement. Second, he said he grew up in a neighborhood where getting to adulthood alive was considered a great accomplishment. His mother ran a tutoring program for disadvantaged kids, and those who stuck with education not only got to live, but some went on to achieve much greater things. Third, he and the president appear to be in lockstep with all the proposals. Lastly, there is an unprecedented amount of money being doled out, $112 billion to be exact, to help implement the ideas. This is the largest spending of our future tax dollars since the GI bill. This is the first instance of such synergy that I have seen, that makes me optimistic.
Do I see pitfalls? Sure. Through the grapevine, I heard the money will be fast-tracked to the state governors, with no rules or accountability clauses spelled out, yet. If the past is any indication, the moment the money hits the states, it gets caught up in local politics, and rarely meets its intended goal. But it is a start. I hope the local citizens will hold their elected representatives accountable for spending that money so it accomplishes its intent.
Wednesday, February 11, 2009
Educating Middle India
This is from my personal blog site: It's Action Time
"So, what do you think of Mr. Obama?" said the middle aged frail lady with a visibly tan skin dressed in a green sari. "I watched his entire inaugural ceremony. He is a very impressive fellow. We have high hopes that he will bring peace to the world". She was Mrs. Damayanti, the Headmistress(Principal) of the Canara High School, Urwa Branch in Mangalore, India (yes, there is a place called Mangalore - or more recently, Mangaluru). "By the way" she continued with the curiosity of a little child "what is that tall building that looks like a needle in Washington? I asked a few people, and they could not tell me." When I said it was called the Washington monument, she thanked me and said she will tell that to everyone in her 10th grade social studies class.
I mentioned I was there to learn more about how the Indian education system is working these days. Her school is more typical than most. It is neither a public nor a private school, but somewhere in between. It falls under the category of a "government aided" school, where part of the funding comes from the state government, and the rest comes from a private foundation. "The state funding has been going down, so we have had to raise our fees", she said. "We used to charge less than Rs.1000 (about $20) a year a couple of years ago, but now we have to charge Rs.4000 (about $80) a year tuition. With activity fees, it comes to about Rs.4200 (about $84). This school is typical of where middle class India gets educated. Probably a good third of Indian students (about 70 million of them, larger than the entire US K-12 student population) gets educated in such schools.
Other points to note in such schools:
1. Curricula are controlled by a state or national "board", consisting of scientists and education leaders. There is no free for all when it comes to choosing materials for math, for example. Nor is there any argument over what content should be taught, and how it should be taught. Text books are purchased by students, not the school. Anyone is free to write a text book, as long as it has the minimum content set by the board. (I bought the K-5 and 9-12 math text books at a local bookstore. Total bill came to less than $12).
2. No social promotions. Semester final exams are routine, and if someone flunks two semesters, then they repeat the year. At the end of 10th grade, everyone takes an exit exam, which also doubles as a placement tool for college prep school, which are separate from K-10 schools. Our school had an 85% pass rate, better than the state average of just under 80%.
3. Teachers' job descriptions, just as curricula, are controlled by the state board of education. After 6th grade, it is mandatory that a teacher have a degree in the field they teach. In addition, they are required to have a 1 year teaching certificate. However, there appears to be an oversupply of graduates willing to teach, so it is common to see specialized math and science teachers at grade 3.
4. Most students are taught all their subjects in English in this school. This has been a growing trend, opposite of what was in vogue about 10 years ago. This school had about 60% of the students being taught all their subjects in English. The rest must take English as a second language, starting in grade 2. The 10th grade exit exam has three languages (two native languages and English), and the students must pass all three to exit 10th grade. All 10th grade graduates are expected to be trilingual.
5. More and more students opt for Science tracks once they pass 10th grade. In our case, well over 50% of the graduates went on to take two years of Physics, Chemistry, Math, and a science elective (Electronics, Computer Languages or Biology), plus two languages (English and a native language). These courses are not offered "cafeteria" style, but somewhat like a "combo meal" style. The main choices are science, business (commerce), and arts. Depending on the staff and the size of the school, they may offer two or three varieties of science combos, one or two commerce combos, and one arts combo. Science:Business:Arts enrollments are currently running at the ratio of 4:2:1.
Mrs. Damayanti was especially proud of her computer lab, where she says most kids are "smart enough to teach the teachers". They learn basic programming, in addition to the usual applications such as Microsoft office.
After the visit, I was impressed how much the school could accomplish with so little. The fact that it is a typical school (not a high end private school), makes it all the more significant.
In the next blog, I will write about "tuitions" - the Indian version of cram schools.
"So, what do you think of Mr. Obama?" said the middle aged frail lady with a visibly tan skin dressed in a green sari. "I watched his entire inaugural ceremony. He is a very impressive fellow. We have high hopes that he will bring peace to the world". She was Mrs. Damayanti, the Headmistress(Principal) of the Canara High School, Urwa Branch in Mangalore, India (yes, there is a place called Mangalore - or more recently, Mangaluru). "By the way" she continued with the curiosity of a little child "what is that tall building that looks like a needle in Washington? I asked a few people, and they could not tell me." When I said it was called the Washington monument, she thanked me and said she will tell that to everyone in her 10th grade social studies class.
I mentioned I was there to learn more about how the Indian education system is working these days. Her school is more typical than most. It is neither a public nor a private school, but somewhere in between. It falls under the category of a "government aided" school, where part of the funding comes from the state government, and the rest comes from a private foundation. "The state funding has been going down, so we have had to raise our fees", she said. "We used to charge less than Rs.1000 (about $20) a year a couple of years ago, but now we have to charge Rs.4000 (about $80) a year tuition. With activity fees, it comes to about Rs.4200 (about $84). This school is typical of where middle class India gets educated. Probably a good third of Indian students (about 70 million of them, larger than the entire US K-12 student population) gets educated in such schools.
Other points to note in such schools:
1. Curricula are controlled by a state or national "board", consisting of scientists and education leaders. There is no free for all when it comes to choosing materials for math, for example. Nor is there any argument over what content should be taught, and how it should be taught. Text books are purchased by students, not the school. Anyone is free to write a text book, as long as it has the minimum content set by the board. (I bought the K-5 and 9-12 math text books at a local bookstore. Total bill came to less than $12).
2. No social promotions. Semester final exams are routine, and if someone flunks two semesters, then they repeat the year. At the end of 10th grade, everyone takes an exit exam, which also doubles as a placement tool for college prep school, which are separate from K-10 schools. Our school had an 85% pass rate, better than the state average of just under 80%.
3. Teachers' job descriptions, just as curricula, are controlled by the state board of education. After 6th grade, it is mandatory that a teacher have a degree in the field they teach. In addition, they are required to have a 1 year teaching certificate. However, there appears to be an oversupply of graduates willing to teach, so it is common to see specialized math and science teachers at grade 3.
4. Most students are taught all their subjects in English in this school. This has been a growing trend, opposite of what was in vogue about 10 years ago. This school had about 60% of the students being taught all their subjects in English. The rest must take English as a second language, starting in grade 2. The 10th grade exit exam has three languages (two native languages and English), and the students must pass all three to exit 10th grade. All 10th grade graduates are expected to be trilingual.
5. More and more students opt for Science tracks once they pass 10th grade. In our case, well over 50% of the graduates went on to take two years of Physics, Chemistry, Math, and a science elective (Electronics, Computer Languages or Biology), plus two languages (English and a native language). These courses are not offered "cafeteria" style, but somewhat like a "combo meal" style. The main choices are science, business (commerce), and arts. Depending on the staff and the size of the school, they may offer two or three varieties of science combos, one or two commerce combos, and one arts combo. Science:Business:Arts enrollments are currently running at the ratio of 4:2:1.
Mrs. Damayanti was especially proud of her computer lab, where she says most kids are "smart enough to teach the teachers". They learn basic programming, in addition to the usual applications such as Microsoft office.
After the visit, I was impressed how much the school could accomplish with so little. The fact that it is a typical school (not a high end private school), makes it all the more significant.
In the next blog, I will write about "tuitions" - the Indian version of cram schools.
Wednesday, January 21, 2009
WASL NO MORE
Change is in the air. Yes, we just installed a new (half) African American president in the White House, who has promised to end the war in Iraq, and create 3 million new jobs in the next couple of years. We have a new Superintendent of Pubic Instruction, Randy Dorn, who on his second day in office declared the WASL dead. That is all the good news regarding "change" that I can see right now.
I think the latter calls for some celebration. The much maligned WASL was a thorn on the side of many parents, students and administrators. It took too much time, too much money, and only provided information to a few in the office of the state superintendent. Terry Bergeson was defiant to the end, defending the test's virtues that only she could appreciate. Fortunately, the voters thought otherwise.
We now have a new system of tests. You may read all about them on:
http://www.k12.wa.us/WCAP/default.aspx
The key difference here is that the grades 3 - 8 tests will be replaced by a new series of tests called Measurement of Student Progress (MSP). These are shorter, computerized tests which take a short time to grade. High school tests will be more end-of-course tests, rather than one battery that is administered to all students. Dorn is also trying to have the legislature approve the removal of WASL as a graduation requirement. All this will not affect the 2009 tests, but will start with 2010.
One big hole in the "new" MSP is that the tests will still be unique to the state of Washington, with no way to compare the results between Washington and other states. This will be problematic in an era of global competition, where one needs to measure how our kids stack up with other states or nations. I am hoping that this message will be heard at OSPI and rectified soon.
I think the latter calls for some celebration. The much maligned WASL was a thorn on the side of many parents, students and administrators. It took too much time, too much money, and only provided information to a few in the office of the state superintendent. Terry Bergeson was defiant to the end, defending the test's virtues that only she could appreciate. Fortunately, the voters thought otherwise.
We now have a new system of tests. You may read all about them on:
http://www.k12.wa.us/WCAP/default.aspx
The key difference here is that the grades 3 - 8 tests will be replaced by a new series of tests called Measurement of Student Progress (MSP). These are shorter, computerized tests which take a short time to grade. High school tests will be more end-of-course tests, rather than one battery that is administered to all students. Dorn is also trying to have the legislature approve the removal of WASL as a graduation requirement. All this will not affect the 2009 tests, but will start with 2010.
One big hole in the "new" MSP is that the tests will still be unique to the state of Washington, with no way to compare the results between Washington and other states. This will be problematic in an era of global competition, where one needs to measure how our kids stack up with other states or nations. I am hoping that this message will be heard at OSPI and rectified soon.
Subscribe to:
Posts (Atom)
