The productivity challenge: An international The productivity challenge: An international perspective on system innovation perspective on system innovation

Chris WardlawChris Wardlaw10 November 200810 November 2008

Curriculum Corporation Conference 2008Curriculum Corporation Conference 2008Sofitel Melbourne 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

3

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) 4

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Learning Reform asLearning Reform asHeart of Education Reform Heart of Education Reform

Schools Schools Leading Leading ReformReform

Expansion of Expansion of OpportunityOpportunity

Rigorous Rigorous Quality Quality

AssuranceAssurance

Choice & Diversity

Student Focused Student Focused – Curriculum & – Curriculum &

Learning Reform Learning 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 one’s 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 one’s 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

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 one’s 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 one’s 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

8

Pedagogy

Assessment

Learning reform since 2000 –aligning curriculum, pedagogy and assessment

what is worth learning

knowing what students have learned

how students learn & teachers

teach

Curriculum

Alignment for Alignment for student student learninglearning

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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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Durchschnittliche Schülerleistungen im Bereich Mathematik

High science performance

High average performanceLarge socio-economic disparities

High average performanceHigh social equity

Socially equitable distribution of

learning opportunities

Strong socio-economic impact on

student performance

Low average performanceHigh social equity

Low average performanceLarge socio-economic disparities

Low science performance

I srael

GreecePortugal I talyRussian Federation

LuxembourgSlovak Republic SpainIcelandLatvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic Switzerland Macao- China

Germany United Kingdom

Korea

J apanAustralia

SloveniaNetherlands

Liechtenstein

New ZealandChinese Taipei

Hong Kong- China

Finland

CanadaEstonai

United StatesLithuania Norway

440

460

480

500

520

540

560

21222

High average performanceHigh social equity

High average performanceLarge socio-economic disparities

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Primary International Reading Literacy Study Primary International Reading Literacy Study (PIRLS) 2006 (Primary 4)(PIRLS) 2006 (Primary 4)

2nd (14th in 2001)

(Note: 26% operating at L1 literacy levels in English)

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Quality assessment

feedback

A quantum leap in reading

School development

plan

Targeted professional development

Contemporary curriculum

guides

Reading to Learn: Priority

(Task Force)

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 othersShanghai Jiaotong University Ranking (began 2003)EMBA – Financial Times

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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’

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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 …

and … improvement ?

high equality …

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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 ……..…….. But ……..……..

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Student Attitudinal FactorsConfidence in mathematics (Grade 8) (TIMMS)

0%

5%

10%

15%

20%

25%

30%

35%

40%

% of Students confident in Math

International

Hong Kong

Japan

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Weaknesses confirmed in range ofdata sources

Student’s low self-efficacy and self-concept

Low connectedness to schools

Large between-school differences

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The Pyramid (Number of Students)

0 25000 50000 75000 100000

Degree (2006)

S6 (2004)

S1(1999)

P1(1993)

Kindergarten

90%

36%

18%

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Staying on at school rates at 16 & 17 (2001-2)

Hong Kong Data provides indicative Hong Kong Data provides indicative comparison only (different data source)comparison only (different data source)

Source: OECD Education at a Glance 2001/2; EMB indicators for HK

0

20

40

60

80

100

120

Can

ada

Fin

land

Ger

man

y

Japa

n

Kor

ea

Fra

nce

Aus

tral

ia

Uni

ted

Sta

tes

Uni

ted

Kin

gdom

Irel

and

New

Zea

land

Tha

iland

Indo

nesi

a

Phi

lippi

nes

Mal

aysi

a

Hon

g K

ong

OECD Non OECD

Country

Pe

rce

nta

ge

of

co

ho

rt

age 16

age 17

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The World has Changed !

The new global environment

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Whither Whither knowledgeknowledge

??

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30

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Changing Views of KnowledgeChanging Views of Knowledge

Sources of Knowledge Education institution Everywhere

Understanding of Knowledge Static Dynamic

(connected classroom) (foundation knowledge, learning to learn, generic skills)

Structure of KnowledgeCompartmental Holistic(subjects & cross-curricular studies/enquiry projects)

Nature of KnowledgeAuthority Personal and contextual(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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Value &Attitude

Generic Skill

School Curriculum Framework since 2001

P1- S3P1- S3

Core Subjects

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

Elective Subjects

2-3 Elective Subjects chosen from 20 NSS

elective subjects, Applied Learning

courses andother language courses

(20-30%)

Other Learning Experiences

- Moral and Civic Education

- Community Service- Aesthetic Development- Physical Development- Career-related

Experiences

(15-35%)

Senior Secondary Senior Secondary 20092009

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

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Generic Skills

Values & Attitudes

Collaboration skills

Communication skills

Creativity

Critical thinking skills

Information technology skills

Numeracy skills

Problem-solving skills

Self-management skills

Study skills

Perseverance

Respect for others

Responsibility

National identity

Commitment …

Moving to a new academic structure in 2009

HKALE(36% of students)

HKCEE(98% of students)

New Structure(334)

Current Structure

4-YearUndergraduate

Degree

3-YearUndergraduate

Degree

Secondary 7

Secondary 6

Secondary 5

Secondary 4

Secondary 3

Secondary 2

Secondary 1

Secondary 6

Secondary 5

Secondary 4

Secondary 3

Secondary 2

Secondary 12006/07 school year

New Senior Secondary

New public examination leading to HKDSE(100% of students)

2011/12 school year

20015/16 school year

1st cohortof graduates

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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%45-55% 20-30% 20-30% 15-35% 15-35%

New Senior Secondary curriculum in 2009

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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 LearningApplied Learning 6 Areas of Studies

Core / Elective Subjects in 2009Core / Elective Subjects in 2009

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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

creativitycreativity……..

communicationcommunication……..

critical thinkingcritical thinking……..

valuesvalues……..

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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)

45(information from UN)

English as official English as official languagelanguage

46(information from UN)

Chinese as official Chinese as official languagelanguage

With large population With large population speaking Chinesespeaking Chinese

English as official English as official languagelanguage

47(information from UN)

Chinese as official Chinese as official languagelanguage

With large population With large population speaking Chinesespeaking Chinese

English as official English as official languagelanguage

Confucius InstituteConfucius Institute

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1250

508 487417

227 211 205 191128 128 126 104 78

0

200

400

600

800

1000

1200

1400

Mill

ion

Spe

aker

s as

1st or

2nd

Lan

guag

e

Chi

nese

Eng

lish

Hin

di

Spa

nish

Rus

sian

Ben

gali

Ara

bic

Por

tugu

ese

Ger

man

Fre

nch

Japa

nese

Urd

u

Kor

ean

LANGUAGE(Ostler, 2005)

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Biliterate & Trilingual Language(兩文三語 ) Policy since 1997, English + Chinese (Cantonese & Putonghua)

Languages

Hello!

你好 !

Ciao!

Bonjour!

Foreign languages as 3rd/4th language…French, German, Hindi, Japanese, Spanish and Urdu …… `

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 makingChallenges in making

Maths compulsory….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

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)

X1

X2

X3 Mathematics

Other LearningExperiences

Chinese Language

Issues in Liberal Studies

English Language

Why is it a core subject?

To ensure that students experience a broad education in their senior secondary years

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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)

Liberal Studies as Core

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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.

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 59

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 62

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 nation’s goals of schooling.

(adapted from Peter Cole, Developing a 21st Century School Curriculum for all Australian Students, working paper for CSCNEPA) 64

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”

吊頸都要抖下氣 !

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Module 1 Module 2

Non-foundation

Topics

Foundation Topics

New Senior Secondary Mathematics Curriculum

Compulsory Part

Extended Part

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

(2) Students who study the Foundation Topics and some Non-foundation Topics in the Compulsory Part

Foundation TopicsNon-

foundation Topics

Foundation TopicsNon-

foundation Topics

Compulsory Part

Compulsory Part

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(3) Students who study only the Foundation Topics and all the Non-foundation Topics in the Compulsory Part

(5) Students who study the Compulsory Part with Module 2 (Algebra and Calculus)

Foundation TopicsNon-

foundation Topics

Compulsory Part

(4) Students who study the Compulsory Part with Module 1 (Calculus and Statistics)

Compulsory PartModule 1

(Calculus and Statistics)

Compulsory PartModule 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)

Headland Documents Directing and Supporting Reform 2000

Learning for Life, Learning through Life – Reform Proposals for the Education System in Hong Kong

2001Learning 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

2005The 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

2006Action 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)

2008Applied 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 > Publications & Reports > 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’

The Development Process

Core Group

Authorising Bodies

leadership and alignment

Developers/Writers(professional officers)

Committees (Credible Chair)(teachers, principals, subject

experts, academics & professional officers)

analysis, current curriculum, expert views, international benchmarks

Headland Document(s)

Education Commission (EC)Curriculum Development Council (CDC)

Hong Kong Examinations and Assessment Authority (HKEAA)

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)

80

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

Progress Map for Hong Kong Education – Benchmarking Education OutcomesProgress Map for Hong Kong Education – Benchmarking Education Outcomes

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

Territory Data International Benchmarking

Territory-wide System Assessment(System, School)

(Chinese, English and Mathematics)

Territory-wide System Assessment

Territory-wide System Assessment

Standard-ReferencedHong Kong Diploma of Secondary

Education

Curriculum Assessment Quality Assurance

The International English Language Testing System (IELTS)

Post-secondary participation

60% Target(Overshot)

The International English Language Testing System (IELTS)

The Times Higher Education Supplement and Shanghai Jiao Tong University (University Ranking)

Post-Secondary Recognition and Qualification Levels

Key Stage 4

Key Stage 3

Key Stage 2

Key Stage 1

Universities and Colleges Admissions Service (UCAS)

University of Cambridge International Examinations (CIE)

International Civic and Citizenship Study (ICCS) (1999/2009)

Progress in International Reading Literacy Study (PIRLS)(Reading)

Trends in International Mathematics and Science Study (TIMMS) (2009)

Programme for International Student Assessment (PISA)(15 years old)

National Academic Recognition Information Centre (NARIC)

Second International Information Technology in Education Study

(SITES) 2006

(teachers / schools)