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Secondary education: Why now? The Contexts Society: new workplace Education: new developments Learning: new understanding
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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
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