Reforming Secondary Education Challenges to Paradigms Kai-ming Cheng Chair Professor of Education ...

Reforming Secondary Reforming Secondary EducationEducationChallenges to Challenges to ParadigmsParadigms

Kai-ming ChengKai-ming ChengChair Professor of Education & Senior Advisor to the Vice-Chair Professor of Education & Senior Advisor to the Vice-

ChancellorChancellorUniversity of Hong KongUniversity of Hong Kong

Seminar on Seminar on ““Growth Strategies for Secondary Education in Asia”Growth Strategies for Secondary Education in Asia”

World BankWorld Bank Malaysia, September 19, 2005Malaysia, September 19, 2005

The literature: the missing partThe literature: the missing part

Basic EducationBasic Education Secondary EducationSecondary Education Vocational EducationVocational Education

Higher EducationHigher Education

Secondary education: Why Secondary education: Why now?now?

The ContextsThe Contexts

Society:Society: new workplace new workplace Education: Education: new developmentsnew developments Learning: Learning: new understandingnew understanding

Change in society & workplaceChange in society & workplace

Industrial Society: the Industrial Society: the PyramidPyramid

The Organisational The Organisational StructureStructure

The Manpower StructureThe Manpower Structure

The Knowledge StructureThe Knowledge Structure

Assumptions …Assumptions … Large organizationsLarge organizations Parallel departmentsParallel departments Layers and ranksLayers and ranks Detailed division of labourDetailed division of labour Tight structuresTight structures Rules and regulationsRules and regulations Credential-based recruitmentCredential-based recruitment …………....

Assumptions …Assumptions … Lifelong careerLifelong career Long-term employmentLong-term employment Presumed loyaltyPresumed loyalty Upward mobilityUpward mobility Escalating incomesEscalating incomes Foreseeable futureForeseeable future Retirement aspirationsRetirement aspirations …………....

People in Workplace: IndustrialPeople in Workplace: Industrial People for specific jobsPeople for specific jobs People are specialisedPeople are specialised People are rankedPeople are ranked People implement pre-set designsPeople implement pre-set designs People follow prescribed proceduresPeople follow prescribed procedures People abide by rules and regulationsPeople abide by rules and regulations People recruited by qualificationsPeople recruited by qualifications …………

Post-industrial: SMEsPost-industrial: SMEs

Project GroupsTask ForcesProduction TeamsClient Groups“Accounts”Deal Team

Post-industrial: Large Post-industrial: Large OrganisationsOrganisations

Task ForceTask Force

Post-industrial: Free-Post-industrial: Free-lancerslancers

Project Groups/Task ForcesSmall EnterprisesFree-lancersThe Civil Service

Post-industrial: Post-industrial: WorkplaceWorkplace

Small organisationSmall organisation Flat organisationsFlat organisations Loose organisationsLoose organisations Constant teamworkConstant teamwork Ill-defined labour divisionIll-defined labour division Blurred specilizationBlurred specilization ……....

Post-industrial: Post-industrial: WorkplaceWorkplace

Many free-lancersMany free-lancers Many unemployedMany unemployed Frequent change of jobsFrequent change of jobs Frequent change of careersFrequent change of careers Ever-changingEver-changing networks networks Frequent change of partnersFrequent change of partners …………....

Post-industrial: Post-industrial: IndividualsIndividuals

CCommunicatommunicationion LLearning on-demand, just-in-timeearning on-demand, just-in-time Team-workTeam-work PPersonal responsibilitiesersonal responsibilities SSolvolvinging problems problems IIntegratntegratinging expertise expertise SSelf-disciplinedelf-disciplined & Self-management & Self-management Capacity to Capacity to query, challenge, innovatequery, challenge, innovate …………..

Post-industrial: Post-industrial: ExpectationsExpectations

Workplace & SocietyWorkplace & Society

ThenThen

• Large & PyramidalLarge & Pyramidal• Procedures, rules Procedures, rules

& regulations& regulations• Lifelong careersLifelong careers• Lifelong Lifelong

qualificationsqualifications

NowNow

• Small & flatSmall & flat• Communications Communications

& relations & relations • Multiple careersMultiple careers• On-demand, just-On-demand, just-

in-time learningin-time learning

Implications for educationImplications for education Drastic decrease of manual workersDrastic decrease of manual workers Expanded need for higher educationExpanded need for higher education Challenge to occupational identityChallenge to occupational identity Intensified human interactionsIntensified human interactions Demand for more flexible learning Demand for more flexible learning

modes and pathsmodes and paths

Development of Education SystemDevelopment of Education System

Secondary Education:Secondary Education:

ThenThen

• For the selectedFor the selected• Leading to Leading to

certificationcertification• UrbanUrban

NowNow

• For the majorityFor the majority• Facing lifelong Facing lifelong

learninglearning• Spreading to Spreading to

ruralrural

Change in natureChange in nature

ThenThen

• Preparation for Preparation for the next stagethe next stage

Higher educationHigher education Jobs Jobs

NowNow

• Preparation for Preparation for lifelife

Challenges to ParadigmsChallenges to Paradigms

Paradigm of Paradigm of ““Screening” Screening”

““Screening”Screening”ChellengesChellenges Rapid expansion of higher educationRapid expansion of higher education Unemployment among less-educatedUnemployment among less-educated Middle-age unemployment Middle-age unemployment

Net entry rate into tertiary Net entry rate into tertiary education (Type A) for selected education (Type A) for selected countries, 2000countries, 2000

17%

39%

31%

46% 45%

30% 29%

59%

43%

37%

43%

0%

20%

40%

60%

HongKong

Japan Ireland UK Korea Germany Denmark Australia USA France Italy

Starting 1999

Europe: + 25%

Europe: + 25%

China: +100%

China: +100%

Taiwan: oversupply

Taiwan: oversupply

Korea: oversupply

Korea: oversupply

Japan: near oversupply

Japan: near oversupply

Hong Kong: 66%

Hong Kong: 66%

Singapore: 75%

Singapore: 75%

The question:The question:

If every child should be given the If every child should be given the opportunity to learn more, opportunity to learn more,

what is the point of screening at what is the point of screening at secondary level?secondary level?

Challenges to “Screening”Challenges to “Screening”Challenge to paradigmsChallenge to paradigms

Belief in innate abilityBelief in innate ability• ““There are smart kids and dumb kids”There are smart kids and dumb kids”

Belief in using knowledge for screeningBelief in using knowledge for screening• versus lifelong & multi-source learningversus lifelong & multi-source learning

Belief in using single indicators (IQ)Belief in using single indicators (IQ)• versus multiple intelligenceversus multiple intelligence

Paradigm of Paradigm of ““Specialisation” Specialisation”

““Specialisation”Specialisation”ChallengesChallenges Division of labour blurredDivision of labour blurred Frequent change of jobs & occupationsFrequent change of jobs & occupations Job-study mismatchJob-study mismatch Demand for generic competenceDemand for generic competence Diluted & delayed specialisation in Diluted & delayed specialisation in

higher educationhigher education …………

Specialization in HE: Specialization in HE: EvolutionEvolution

Common Common CoreCore

Generic Capacity Generic Capacity BuildingBuilding

Specialization: Evolution in HE

Common Common CoreCore

Generic Capacity Generic Capacity BuildingBuilding

Engineering: Washington Accord

Engineering: Washington Accord

(30%)(30%)

Business Schools (5

0%)

Business Schools (5

0%)

Journalism schools (7

0%)

Journalism schools (7

0%)

Europe: Bologna Process (3 + 2 + 2)

Europe: Bologna Process (3 + 2 + 2)

UK: Foundations Degree (2 + 3 + 3)

UK: Foundations Degree (2 + 3 + 3)

China: Fudan, Xian Jiaoda

China: Fudan, Xian Jiaoda

Specialization: Bologna

The question:The question:

If higher education has delayed If higher education has delayed specialisation, specialisation,

what is the point of specialisation at what is the point of specialisation at secondary level? secondary level?

““Specialisation”Specialisation”Challenges to ParadigmsChallenges to Paradigms Belief that education is for Belief that education is for

classifying peopleclassifying people Belief in people’s occupational Belief in people’s occupational

identityidentity Belief that education is more Belief that education is more

specialised at higher levelsspecialised at higher levels …………

Paradigm ofParadigm of““teaching”teaching”

““Teaching”Teaching”ChallengesChallenges

Students also learn what are not Students also learn what are not taughttaught

Students also learn from alternative Students also learn from alternative sourcessources

Technology has made acquisition of Technology has made acquisition of knowledge much easierknowledge much easier

The question:The question:

If teacher is no longer the only If teacher is no longer the only source of knowledge, what is source of knowledge, what is

the new role for teachers?the new role for teachers?

““Teaching”Teaching”Challenges to paradigmsChallenges to paradigms

Belief that learning is transmission of Belief that learning is transmission of knowledge from those who know to knowledge from those who know to those who don’t knowthose who don’t know

Belief that learning is about the Belief that learning is about the known and not the unknownknown and not the unknown

Paradigm of Paradigm of ““Study” Study”

““Study”Study”ChallengesChallenges

The expectation for good characters The expectation for good characters and personalitiesand personalities

The demand for human relational The demand for human relational and social competenceand social competence

The renewed importance for values, The renewed importance for values, attitudes, emotions, ethics, attitudes, emotions, ethics, principles, …principles, …

………………....

The questionThe question

If society expects graduates to If society expects graduates to engage in more intensive engage in more intensive

human relations,human relations, why is such not formally why is such not formally reflected in designed reflected in designed

school-lives?school-lives?

““Study”Study”Challenges to Paradigms Challenges to Paradigms

Belief in academic study as proxy for Belief in academic study as proxy for learninglearning

Belief in classroom learning as the Belief in classroom learning as the only reliable learningonly reliable learning

Belief in examination scores as the Belief in examination scores as the only trustworthy measure of human only trustworthy measure of human capacitycapacity

……....

Paradigm of Paradigm of ““Schooling”Schooling”

““Schooling”Schooling”ChallengesChallenges

Call for flexible curriculumCall for flexible curriculum Learning is recognised beyond Learning is recognised beyond

institutionsinstitutions• Credit-unit Bank in KoreaCredit-unit Bank in Korea• Lifelong Learning Passport in TaiwanLifelong Learning Passport in Taiwan

Administrative considerations have Administrative considerations have taken over learning needstaken over learning needs

The questionThe question

If all organisations are becoming If all organisations are becoming smaller and more flexible,smaller and more flexible,

are schools also prepared to explore are schools also prepared to explore alternative ways of organisation? alternative ways of organisation?

““Schooling”Schooling”Challenges to ParadigmsChallenges to Paradigms

Belief that learning takes place only in Belief that learning takes place only in schoolsschools

Belief that learning takes place only during Belief that learning takes place only during structured activitiesstructured activities• Classes, time-tables, subjects, specialised Classes, time-tables, subjects, specialised

teachers, set menu curriculum, teachers, set menu curriculum, Belief that learning should be under the Belief that learning should be under the

control of schools and institutionscontrol of schools and institutions

After all …After all …IndustrialIndustrial analytic, regulated, analytic, regulated,

structured, clear-structured, clear-cut, uniform, cut, uniform, convergent, convergent, normative, neat, normative, neat, assertive and assertive and reducible to reducible to parametersparameters

Post-industrialPost-industrial holistic, flexible, holistic, flexible,

loose, fuzzy, loose, fuzzy, plural, divergent, plural, divergent, liberal, complex, liberal, complex, speculative and speculative and tolerant of tolerant of multiplex concepts multiplex concepts

Reforms in Secondary EducationReforms in Secondary Educationa scana scan

Reform trendsReform trends

Blurring subject boundariesBlurring subject boundaries Creating diverse learning activitiesCreating diverse learning activities Introducing “moral” elementsIntroducing “moral” elements Reforming examinationsReforming examinations Alternative ways of organsing school Alternative ways of organsing school

learninglearning ……

Blurring subject boundaries

ClassroomsBeyond Classrooms

Beyond Campus

Cyber-Space

Key-Learning Areas (Hong Kong)

Key-Learning Areas (Hong Kong)

Co-curriculum/After School Education

Co-curriculum/After School Education

Reduction of formal curriculum

Reduction of formal curriculum

Japan 30%Japan 30%

Singapore 33%

Singapore 33%

Rise of International Baccalaureate

Rise of International Baccalaureate

Diverse Diverse Learning Learning ExperiencesExperiences

ClassesClassesStudyStudyStudent Organisations, residence

Executives of Organisations

Internship, Placement, Mentorship

Design, Music, Drama, Sports

Community Services/NGO

Visits to Rural, Deprived Communities

International Exchange

Diverse Diverse Learning Learning ExperiencesExperiences

ClassesClassesAcademicKnowledg

e

Alternative Learning

Leadership Learning

Workplace Learning

Creativity Learning

Learning to ServeLearning to CareLearning across Cultures

ClassesClassesAcademi

cKnowled

ge

Alternative Learning

Leadership Learning

Workplace Learning

Creativity Learning

Learning to ServeLearning to CareLearning across Cultures

Tacit Knowledge

Tacit Knowledge

Social Competence

Social Competence

Values Education

Values Education

Civic Education

Civic Education

Character Education

Character Education

Personality Education

Personality Education

Moral Education

Moral Education

ClassesClassesAcademic

Learning

Learning to live together

Leadership Learning

Workplace Learning

Creativity Learning

Learning to serveLearning to careLearning cross cultures

Classrooms, Libraries,

Laboratories

Student Residence,

Student Unions,

Associations & Clubs, Young

Leaders

Music, Sports, Art, Drama, Dance

Exchange, Youth

Conferences

Rural Visits, NGOs,

Community

Services, Church

Internship,

Practicum,

Placement,

Fieldwork

Mentorship

Reforming Examinations

Student Portfolios

Alternative Alternative organisationsorganisations Conventional Conventional

ClassesClasses Learning CommunitiesLearning Communities

School

M

AS

Teachers

After all …After all …

We are facingWe are facing

Diversity, Uncertainty, Change, …Diversity, Uncertainty, Change, …PlusPlus

Learning anywhere, anytime Learning anywhere, anytime

Knowledge acquisitionKnowledge acquisition

Personal developmentPersonal development

?

?

Thank youThank you

Contact: Contact: kmcheng@hku.hk