The productivity challenge: An international perspective on system innovation

1. The productivity challenge: An international perspective on system innovation Chris Wardlaw 10 November 2008 Curriculum Corporation Conference 2008 Sofitel Melbourne

2. We can learn from other education systems even though the contexts differ.

3. Hong Kong Education – At a glance about 1 million students (kindergarten, primary, secondary) class sizes 30- 40 (reductions in progress) subvention non-secular (class/ student based, vouchers) primary education subject based specialist teaching (English, Chinese, Maths) central allocation to schools (parent choice, academic results) ‘all graduate, all trained’ not yet a reality (dramatic increase past decade) medium of instruction – Chinese/English

4. Investment per student per annum in HK: ratios for stages of education (approx) • 0.4 pre-primary • 0.75 primary • 1.0 secondary: junior < 1.0, senior > 1.0 • 5.3 university Evolution of ratios are revealing of education reform across jurisdictions. (refer recent study by Professor Max Angus)

5. Choice & Diversity Student Focused – Curriculum & Learning Reform Schools Leading Reform Expansion of Opportunity Rigorous Quality Assurance Learning Reform asHeart of Education Reform

6. Fundamental principles underpinning the reform effort • All students have opportunities to learn and should not be screened out early. • Life-long learning capabilities needed (independent thinking, learning to learn/self-directed learning, inter/intra personal skills, values/ethics) and broad knowledge base as foundation for expertise. • Whole person development for quality of life in society, culture, economy. • Conceptions of knowledge changing: disciplinary, cross disciplinary, personal, co-constructed. • Structural changes to facilitate pathways for all young people.

7. Learning Expectations of Students • To be biliterate and trilingual with adequate proficiency • To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on one’s daily life at personal, community, national and global levels • To be an informed and responsible citizen with a sense of national and global identity • To respect pluralism of cultures and views, and be a critical, reflective and independent thinker • To acquire IT and other skills for being a lifelong learner • To understand one’s career/academic aspirations and develop positive attitudes towards work and learning • To lead a healthy life style with active participation in aesthetic and physical activities

8. Learning reform since 2000 –aligning curriculum, pedagogy and assessment Curriculum what is worth learning Alignment for student learning how students learn & teachers teach Pedagogy knowing what students have learned Assessment

9. International Benchmarking of Education in Hong Kong Where does Hong Kong stand ?

10. PISA 2006 (15 year olds) • Science 2nd (=3rd in 2003) • Mathematics = 1st with 3 others (5 others in 2003) • Reading 3rd (10th (= 5th with 14 others) in 2003) • (Problem solving 2003 =1st with 5 others)

11. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performanceLarge socio-economic disparities High average performanceHigh social equity High average performanceLarge socio-economic disparities High average performanceHigh social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Low average performanceLarge socio-economic disparities Low average performanceHigh social equity Low science performance

12. Primary International Reading Literacy Study (PIRLS) 2006 (Primary 4) 2nd (14th in 2001) (Note: 26% operating at L1 literacy levels in English)

13. A quantum leap in reading Quality assessment feedback School development plan Reading to Learn: Priority (Task Force) Targeted professional development Contemporary curriculum guides

14. Closing the gap between … … the ‘intended curriculum’ and … the ‘implemented curriculum’ … conscious, explicit, relentless focus on the task(s) …

15. World University RankingsTimes Higher Educational Supplement 4institutions among top 150 (26, 39, 42, 147) *Note others Shanghai Jiaotong University Ranking (began 2003) EMBA – Financial Times

16. McKinsey: How the world’s best performing systems come out on top ‘The quality of an education system [or school] cannot exceed the quality of its teachers’

17. Our jurisdiction data sets generally confirm high and improving standards, but there is no room for complacency

18. How do we explain high standards … high equality … and … improvement ?

19. Maths unplugged. Young colleagues compare notes (front row) in an abacus and mental arithmetic contest in Huaibei in eastern Anhui province, on Sunday. The contest for the northern part of the province attracted more than 200 participants aged between 4 and 8 years old. Photo: Xinhua South China Morning Post Friday May 22, 2007

20. Is it culture? YES NO

21. Why might Hong Kong do so well ? • Coherent curriculum with high expectations (strong disciplines) • Treasures training of basic skills and grasp of fundamental concepts at basic education level. • Chinese culture values learning and provides extra incentives for students • Teachers with strong pedagogical content knowledge (recent and new teacher graduates in first third of cohort) • Other factors include • Societal expectation • Parental involvement • Learning behaviour (time-on-task/structured teaching/homework) • Textbooks

22. But ……..……..

23. Student Attitudinal Factors Confidence in mathematics (Grade 8) (TIMMS)

24. Weaknesses confirmed in range ofdata sources • Student’s low self-efficacy and self-concept • Low connectedness to schools • Large between-school differences

25. The Pyramid(Number of Students) 18% 36% 90%

26. Staying on at school rates at 16 & 17 (2001-2) Hong Kong Data provides indicative comparison only (different data source) Source: OECD Education at a Glance 2001/2; EMB indicators for HK

27. The new global environment The World has Changed !

28. Whither knowledge?

31. Changing Views of Knowledge • Understanding of Knowledge • Static Dynamic • Sources of Knowledge • Education institution  Everywhere (foundation knowledge,learning to learn, generic skills) (connected classroom) Knowledge • Nature of Knowledge • Authority Personal and • contextual • Structure of Knowledge • Compartmental •  Holistic (subjects & cross-curricular studies/enquiry projects) (teachers & students learning together)

32. Is our education preparing our young people for their future?

34. Divergence or Convergence … • ‘the fiercest debates in education circles are generally over the falsest of dichotomies …..’ Professor Michael Barber • “grammar” vs “whole language” • “narrative history” vs “thematic history” • “back to basics” vs “real mathematics”

35. Physical & Aesthetic Development Moral and Civic Education Career-related Experiences Intellectual Development Community Service SchoolCurriculum Framework since 2001 Core SubjectsChinese Language, English Language, Mathematics, Liberal Studies (45-55%) Elective Subjects2-3 Elective Subjects chosen from 20 NSS elective subjects, Applied Learning courses and other language courses (20-30%) • Other Learning Experiences • Moral and Civic Education • Community Service • Aesthetic Development • Physical Development • Career-related Experiences • (15-35%) Senior Secondary 2009 Generic Skill Value & Attitude P1- S3 General Studies

36. Generic Skills Collaboration skills Communication skills Creativity Critical thinking skills Information technology skills Numeracy skills Problem-solving skills Self-management skills Study skills Values & Attitudes Perseverance Respect for others Responsibility National identity Commitment …

37. New Structure (334) Current Structure 20015/16 school year 1st cohortof graduates 3-YearUndergraduate Degree 4-YearUndergraduate Degree 2011/12 school year Secondary 7 HKALE (36% of students) New public examination leading to HKDSE (100% of students) Secondary 6 Secondary 6 HKCEE (98% of students) Secondary 5 Secondary 5 New Senior Secondary Secondary 4 Secondary 4 Secondary 3 Secondary 3 Secondary 2 Secondary 2 Secondary 1 Secondary 1 2006/07 school year Moving to a new academic structure in 2009

38. New Senior Secondary curriculumin 2009 • Core Subjects: • Chinese Language • English Language • Mathematics • Liberal Studies Elective Subjects 2 or 3 electives chosen from 20 subjects, Applied Learning courses, and other language courses • Other Learning Experiences • Moral & Civic Education • Community Service • Aesthetic Development • Physical Development • Career-related Experiences 45-55% 20-30% 15-35%

39. Core / Elective Subjects in 2009

40. Applied learning for S5-6 in New Senior Secondary Six Areas of Studies • Applied Science • Business, Management & Law • Creative Studies • Engineering & Production • Media & Communication • Services

41. 21st century vocabulary • creativity…. • communication…. • critical thinking…. • values….

42. … creativity

43. Developing creativity.. A demanding process of teaching, difficult to make routine, but • ask students to go beyond given information • give students time to think • use strategies and thinking techniques which involve creation • reward and value creative efforts

44. …. communications (languages and mathematics)

45. English as official language ENGLISH SPEAKING COUNTRIES (information from UN)

46. Chinese as official language With large population speaking Chinese English as official language ENGLISH & CHINESE SPEAKING COUNTRIES (information from UN)

47. Confucius Institute Chinese as official language With large population speaking Chinese English as official language ENGLISH & CHINESE SPEAKING COUNTRIES (information from UN)

48. MOST SPOKEN LANGUAGES (Ostler, 2005)

49. Bonjour! 你好! Ciao! Hello! Languages • Biliterate & Trilingual Language(兩文三語) Policy since 1997, English + Chinese (Cantonese & Putonghua) • Foreign languages as 3rd/4thlanguage…French, German, Hindi, Japanese, Spanish and Urdu …… `

50. Learning others’ Languages • 12% of Australian students undertake a second language (Chinese, Japanese, Indonesian, Korean) to Year 12. • What does evidence tell us about learning another language? • intensive sustained instruction time is the key to L2 learning (5+ years for academic proficiency according to Jim Cumming). • for example: Proficiency in Chinese 2200 hrs; French 600 hrs. Australia L2 about 500 hrs (Jane Orton Chinese Language Education in Australian Schools 2008)