The productivity challenge: An international perspective on system innovation

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The productivity challenge An international
perspective on system innovation

• Chris Wardlaw
• 10 November 2008
• Curriculum Corporation Conference 2008
• Sofitel Melbourne

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We can learn from other education systems even
though the contexts differ.
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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 lt 1.0,
• senior gt 1.0
• 5.3 university
• Evolution of ratios are revealing of education
• reform across jurisdictions.
• (refer recent study by Professor Max Angus)

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Learning Reform asHeart of Education Reform
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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.

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Learning Expectations of Students

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

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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
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International Benchmarking of Education in Hong
Kong

• Where does Hong Kong stand ?

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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)

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High science performance
Durchschnittliche Schülerleistungen im Bereich
Mathematik
High average performanceLarge socio-economic
disparities
High average performanceHigh social equity
High average performanceHigh social equity
High average performanceLarge socio-economic
disparities
Strong socio-economic impact on student
performance
Socially equitable distribution of learning
opportunities
Low average performanceHigh social equity
Low average performanceLarge socio-economic
disparities
Low science performance
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Primary International Reading Literacy Study
(PIRLS) 2006 (Primary 4)

• 2nd (14th in 2001)
• (Note 26 operating at L1 literacy levels in
  English)

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A quantum leap in reading
Quality assessment feedback
School development plan
Reading to Learn Priority (Task Force)
Targeted professional development
Contemporary curriculum guides
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• Closing the gap between
• the intended curriculum and
• the implemented curriculum
• conscious, explicit,
  relentless focus on the task(s)

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World University RankingsTimes Higher
Educational Supplement

• 4 institutions among top 150
• (26, 39, 42, 147)
• Note others
• Shanghai Jiaotong University Ranking (began 2003)
• EMBA Financial Times

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McKinsey How the worlds best performing systems
come out on top

• The quality of an education system or school
  cannot exceed the quality of its teachers

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

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How do we explain
high standards
high equality
and improvement ?
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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
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Is it culture?
YES
NO
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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

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• But ....

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Student Attitudinal Factors

• Confidence in mathematics (Grade 8) (TIMMS)

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Weaknesses confirmed in range ofdata sources

• Students low self-efficacy and self-concept
• Low connectedness to schools
• Large between-school differences

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The Pyramid (Number of Students)
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36
90
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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
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The new global environment

• The World has Changed !

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Whither knowledge?
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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)
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Is our education preparing our young people for
their future?
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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

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School Curriculum Framework since 2001
Core Subjects Chinese 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
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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 Nat
ional identity Commitment
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Moving to a new academic structure in 2009
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New Senior Secondary curriculum in 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
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Core / Elective Subjects in 2009
Chinese Language Education Chinese Language (core subject) Chinese Literature
English Language Education English Language (core subject) Literature in English
Mathematics Education Mathematics (core subject two extensions)
Liberal Studies (core subject)
Personal, Social and Humanities Education Chinese History Economics Ethics and Religious Studies Geography History Tourism and Hospitality Studies
Science Education Biology Chemistry Physics Science (Integrated, Combined)
Technology Education Business, Accounting and Financial Studies Information and Communication Technology Technology and Living Design and Applied Technology Health Management and Social Care
Arts Education Music Visual Arts Performance Arts (to be developed)
Physical Education Physical Education
Applied Learning 6 Areas of Studies
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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

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21st century vocabulary

• creativity.
• communication.
• critical thinking.
• values.

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• creativity

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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

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• . communications
• (languages and mathematics)

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ENGLISH SPEAKING COUNTRIES
(information from UN)
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ENGLISH CHINESE SPEAKING COUNTRIES
(information from UN)
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ENGLISH CHINESE SPEAKING COUNTRIES
(information from UN)
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MOST SPOKEN LANGUAGES
(Ostler, 2005)
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Languages

• Biliterate Trilingual Language(????) Policy
  since 1997, English Chinese (Cantonese
  Putonghua)

• Foreign languages as 3rd/4th languageFrench,
  German, Hindi, Japanese, Spanish and Urdu

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• 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)

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• Challenges in making
• Maths compulsory.

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Mathematics at present

• The curriculum is dense and compact
• Learning and teaching is rushed
• The proliferation of mathematics in and between
  disciplines changes demands
• Learning and teaching examination oriented
• Low self-efficacy of students

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Senior Secondary Mathematicsas Core

• The breadth depth of curriculum
• Catering for individual differences / diversity
• A balance between content and understanding
  (doing and thinking)
• Problem solving and problem solving
• Attitudes and values (confidence, perseverance)

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• critical thinking

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• Liberal Studies as Core

• Why is it a core subject?To ensure that
  students experience a broad education in their
  senior secondary years

• What does it provide to students?Liberal
  Studies interactively borrows knowledge and
  perspectives from other subjects to enrich its
  study. Issues are chosen so that students have
  the opportunity to
• study contemporary events not covered by any
  single disciplines (Awareness)
• expand perspectives beyond single disciplines
  (Broadening)
• connect knowledge concepts across different
  disciplines (Connection critical thinking)

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Liberal Studies as Core

• Liberal studies features an enquiry study (90
  hours) as a capstone experience(echoes extended
  essay and theory of knowledge in IB and proposed
  extended project a la Tomlinson)

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• values

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Our young people will have.

• a deep understanding of what it means to be a
  Hongkonger and a citizen of China and of the
  world.
• a sense of responsibility for all in society,
  regardless of their background, gender, race,
  social or geographical group.
• perseverance and a willingness to take risks
  (never being defeated by failure).
• an acceptance that the answers may not be totally
  clear at first, and that understanding can be
  built.
• a willingness to collaborate and share, to listen
  to others points of view and to communicate
  their own viewpoint.

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• Development of senior secondary in other
  jurisdictions
• IB Diploma
• - one subject from languages, second language,
  individuals and societies, experimental science,
  mathematics and computer science and the arts.
• - Theory of knowledge
• Welsh Baccalaureate
• core and option structure
• core subjects at foundation, intermediate and
  advanced
• Key skills
• Wales, Europe and the World
• Work-related Education
• Personal and Social Education

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• ACT
• - Cross disciplinary Cultural Studies Framework
• Singapore
• Three levels of subjects H1, H2, H3.
• H1 half of H2 in breadth, but similar depth.
• H3 opportunity for extension of H2 subject
  (advanced component, research paper, university
  module)
• Multidisciplinary subject knowledge enquiry/
  extended research paper (6 months).

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• Ontario
• 40 hours community involvement requirement
• European Baccalaureate (EB)
• - 2 years
• - Common studies Mathematics, English, History,
  L2, Science, Geography, Ethics and Religion and
  PE.
• - Common studies two thirds, elective studies
  one third of week.

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• The Harvard Model (2007)
• 8 semester-long courses for all students
• ethical reasoning
• critical skills
• mathematical reasoning
• sciences of living systems
• sciences of the physical world
• United States and the world
• traditions of culture and belief in human
  societies
• Mandated set of requirements rather than letting
  students
• have free range across existing departmental
  offerings

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• Emerging approaches to senior secondary
  curriculum
• - developing interdisciplinary, multi
  perspective studies
• - promoting global awareness and understanding
  of identity
• - including community/service learning
• - including personal and social learning
• - including extended project / capstone
  experience
• - balance of core and elective, and breadth and
  depth
• - coverage over 2 or more years
• - designing content and experiences that
  encompass the big ideas and concepts of a
  subject

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• Aligning Curriculum with the Australian goals of
  schooling
• Current unstated assumptions underpinning senior
  secondary curriculum arrangements.
• - largely unfettered subject choice determined
  at school level is best way to cater for student
  diversity.
• - all essential common learning for students is
  completed in the compulsory years (by 15 years
  old)
• - school settings provide senior subject
  program choices enabling study of a coherent and
  advanced program.
• - senior years are best used to promote
  learning in a diverse range of curriculum
  specializations.
• - current range of subject and certification
  rules support the nations goals of schooling.
• (adapted from Peter Cole, Developing a 21st
  Century School Curriculum for all Australian
  Students, working paper for CSCNEPA)

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• Are these assumptions problematic?

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Features of reform process (1)

• Big ideas widely shared and well grounded
• Extended time frame (time is longer in China)
• Tackling interfaces pre-primary, basic
  education, senior secondary and university (K-16)
• Alignment of curriculum, pedagogy and assessment
  / vertical and horizontal coherence
• Multi stage, multi-stakeholder consultation

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Features of reform process (2)

• Well resourced (baseline and targeted
  improvements)
• Detailed supporting strategies (demanded by
  history and context in HK)
• Professional capacity building(multiple
  approaches)
• Comprehensive benchmarking

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Success of any reform will depend on the
strength of

• The ideas
• The organizational and infrastructure
  arrangements, resources, and building
  professional capacity
• The information (communication, consultation,
  evidence, feedback)

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Chinese saying

• One needs to have a breathing spacewhile
  hanging oneself

???????!
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The New Senior SecondaryMaths Curriculum
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Progression of Studies inThe NSS Maths Curriculum
(1) Students who study only the Foundation Topics
in the Compulsory Part
Foundation Topics Non-foundation Topics
Compulsory Part
(2) Students who study the Foundation Topics and
some Non-foundation Topics in the Compulsory Part
Foundation Topics Non-
Foundation Topics foundation Topics
Compulsory Part
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(3) Students who study only the Foundation Topics
and all the Non-foundation Topics in the
Compulsory Part
Foundation Topics Non-foundation Topics
Compulsory Part
(4) Students who study the Compulsory Part with
Module 1 (Calculus and Statistics)
Compulsory Part Module 1 (Calculus and Statistics)
(5) Students who study the Compulsory Part with
Module 2 (Algebra and Calculus)
Compulsory Part Module 2 (Algebra and Calculus)
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Applied mathematics and connections across the
curriculum

• A learning unit Further Applications (FA)
• integrate mathematical knowledge
• solve more sophisticated real-life and
  mathematical problems
• appreciate the marvelous relations between
  different areas in mathematics
• FA is different from applications in other
  units
• students are required to make judgement and
  integrate mathematical knowledge in different
  areas to solve problems
• the unit would be introduced after completing
  some sections or even all the topics in the
  curriculum

• International benchmarking has commended the unit
• University of Cambridge International
  Examinations (UCLES)
• International Baccalaureate Organization (IBO)
• Netherlands Institute for Curriculum Development
  (SLO)

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Handling diversity

• Provide flexibility in the Curriculum
• Different study pathways within the subject
• Wide range of choices of learning the
  non-foundation topics in the Compulsory Part
• Extended Modules to students for study in
  mathematics
• Different orientation for the 2 Extended Modules,
  e.g. Algebra and Calculus for students who
  continue their studies in mathematics-related
  fields and the module Calculus and Statistics
  will focus on the application of mathematics in
  other disciplines. The depth of treatment in
  calculus for the 2 modules will not be identical.
• Out-of-school training for talented students
  (NGOs, universities, Academy for Gifted Education)

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Headland Documents Directing and Supporting
Reform
2000 Learning for Life, Learning through Life Reform Proposals for the Education System in Hong Kong
2001 Learning to Learn The Way Forward in Curriculum Development Life-long Learning and Whole-person Development
2002 Basic Education Curriculum Guide Building on Strengths
2002 Key Learning Area Curriculum Guides
2005 The New Academic Structure for Senior Secondary Education and Higher Education Action Plan for Investing in the Future of Hong Kong
2006 Guide to the Pre-primary Curriculum
2006 Action for the Future Career-oriented Studies and the New Senior Secondary Academic Structure for Special Schools
2007 Senior Secondary Curriculum and Assessment Guides (24 subjects)
2008 Applied Learning Curriculum Frameworks the 6 Areas of Studies Creative Studies, Media and Communication, Business, Management and Law, Services, Applied Science, Engineering and Production
2009 Standards and Exemplars for Senior Subjects
2012 University Programmes re-framed from 3 to 4 years
For more information, please visit www.edb.gov.hk
Press Releases Publications gt Publications
Reports gt Major Reports
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Pre-primary Education

• Contemporary curriculum framework 2006
• 3 years, 15-17.5 hours per week
• Double investment 2007
• Voucher for parents (unify all funding systems)
• Professional upgrading framework for all KG
  teachers (targets for 2012 course fees heavily
  subsidised)
• Quality review (eligible for voucher redemption)

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Universities (4 year undergraduate)

• 800-1000 additional professional staff
• 25 increase in students on campus
• General Education (about 25 of credits/new
  core courses)
• Languages and mathematics
• Rethinking traditional discipline and inter
  disciplinary groupings
• Expanding internship and foreign exchange
  programmes
• Expanding co curricular and advisory functions
• Redesigning majors and capstone experiences
• Delaying professional studies
• General admission requirements (and delayed entry
  to high demand professional courses) to support
  secondary students balanced programme

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The Development Process
Authorising Bodies
Education Commission (EC)Curriculum Development
Council (CDC)Hong Kong Examinations and
Assessment Authority (HKEAA)
Core Group
leadership and alignment
Committees (Credible Chair)(teachers,
principals, subject experts, academics
professional officers)
Developers/Writers(professional officers)
analysis, current curriculum, expert views,
international benchmarks
Headland Document(s)

• increasing levels of specification for
  document(s)
• specified consultation period - multiple
  stakeholders identified
• variety of consultation modes and opportunities
  for feedback
• all feedback acknowledged and reported
• what support exists
• what views can be accommodated and how
• those views which cannot be entertained and why
• communication strategy (community and
  professional)
• evaluative framework
• supporting strategies (especially professional
  development and school planning)

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Multiple strategies for professional development

• Demonstration/master teaching (Chinese)
• Lesson study (Japanese)
• Collaborative school based model (Western)
• Professional knowledge and pedagogy upgrading
• Specialist teaching in primary mathematics and
  languages
• Professional education community
• Heavy resource commitment emphasising on-site
  support
• Teacher education providers key partners

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Progress Map for Hong Kong Education
Benchmarking Education Outcomes
Territory Data
International Benchmarking
The International English Language Testing System
(IELTS)
The International English Language Testing System
(IELTS)
University (20) (4 years)
Minimum Entry Requirements
S6
S5
S4
S3
S2
S1
P6
P5
P4
P3
P2
P1
Kindergartens 15-17.5 hours x 3 years
Post-secondary 40
The Times Higher Education Supplement and
Shanghai Jiao Tong University (University Ranking)
Post-secondary participation 60
Target(Overshot)
Post-Secondary Recognition and Qualification
Levels
Universities and Colleges Admissions Service
(UCAS)
National Academic Recognition Information Centre
(NARIC)
Key Stage 4
Standard-ReferencedHong Kong Diploma of
Secondary Education
University of Cambridge International
Examinations (CIE)
Programme for International Student Assessment
(PISA)(15 years old)
Secondary
Key Stage 3
Territory-wide System Assessment
International Civic and Citizenship Study (ICCS)
(1999/2009)
Grade 8
Trends in International Mathematics and Science
Study (TIMMS) (2009)
Key Stage 2
Territory-wide System Assessment
Stakeholder surveys
Student affective survey
School level performance measures
Grade 4
Progress in International Reading Literacy Study
(PIRLS)(Reading)
Primary
Territory-wide System Assessment(System,
School)(Chinese, English and Mathematics)
Key Stage 1
Second International Information Technology in
Education Study (SITES) 2006 (teachers / schools)