Strong Performers and Successful Reformers ‧2011 OECD-Japan Seminar
Achieving Excellence and Equity
with Harmony between East and West
Minxuan ZHANG (mxzhang@shnu.edu.cn)
NPM of Shanghai PISA, Deputy Director-General of Shanghai
Municipal Education Commission
Shengli ZHAN (slzhan@hku.hk)
Research Associate Fellow of Shanghai PISA Center, Post-doc
Fellow of the University of Hong Kong
June 28 2011
Main Content

Context: education goads in a flat world

Case of Shanghai: benefitting from both
learning from West and inheriting Chinese
tradition

Challenges for Shanghai education system

Conclusion: future prospects
The World is (becoming) Flat!
Education Goals in a Flat World






Local diversity and multi-culture?
Global standards?
International experience?
All-round person development?
…
Main Goal: Equity and Quality/Excellence
(OECD, 2000; OECD, 2010)
Goal 1: Equity


Inclusive education for all students
regardless of gender, race, ethnicity,
nationality, family background, and etc. al.
life-long learning education suitable for each
students i.e. what Confucian said as “teach
each student in accordance with his/her
aptitude” (因材施教)
Goal 2: Quality/Excellence



All students reach the minimum standard
(such as at least reaching level 2 in PISA)
All students have opportunities and space to
further develop their potentials and their
characteristics
Try best to resist “mediocrity”
Case of Shanghai

Learning from the outside world/West

Inheriting Chinese Culture
Learning from the World/West (1)
Shanghai is an international city with a long history
of connecting to the world since late 1800s.
Learning from the World/West (2)

Open-door policies and reforms in various
aspects
> economic reforms
> social change
…
Shanghai’s per capita GDP (1978-2009)
per capita GDP (in US$)
14 000
12 000
10 000
8 000
6 000
4 000
2 000
19
7
19 8
7
19 9
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
0
20 4
0
20 5
0
20 6
0
20 7
0
20 8
09
0
Source: http://www.statssh.gov.cn/2003shtj/tjnj/nj10.htm?d1=2010tjnj/C0305.htm
Learning from the World/West (3)

Educational reforms based on comparative
study of education in other countries and
regions
> educational policy formation based on
comparative education study
> sending students, professors, teachers and
principals abroad to study
> collaboration with overseas universities and
schools
Participating PISA as a learning process
(Zhang, 2011)




To know the quality and equity of Shanghai Education in
global comparison.
To learn the evaluation technical approaches and to see the
shortcomings, problems and even blindness in basic
education in Shanghai
To learn to improve policies on the base of data, evidence
and research
To keep learning the successful experience from other
countries for the educational reforms and development in
Shanghai
Inheriting Chinese Tradition (1)

High expectation on education at both
parent/family and national levels
> high expectation of parents with their
children’s education and future
> input from government on education
25
25.00%
20
20.00%
15
15.00%
10
10.00%
5
5.00%
0
0.00%
2003
2004
2005
2006
Government's financial budget for education
2007
Increase (%)
Billion yuan
Government’s financial budget for education
and its increases (2003-2008)
2008
Increase (%)
Source: Shanghai Municipal Education Commission. Shanghai Education
Yearbook 2003-2009. Shanghai: Shanghai Educational Publishing House.
Inheriting Chinese Tradition (2)

Diligence and hard-work in studying make
difference and changes
> old saying as “Diligence redeems
stupidity”（勤能补拙）
> ancient stories (头悬梁锥刺股)
> Implication for Thomas Al. Edison’s
success:
Genius = 1% inspiration + 99% perspiration”
Inheriting Chinese Tradition (3)

Consideration of teachers and teaching in
schools
> organization of teaching study group at
Municipal, district and school levels
> school-based professional development for
in-service teachers
Challenges for Shanghai education system





Reduce parents’ and students’ concern about exam.
Reduce heavy study load and long learning hours for
students
Persist in and improve in-service training and teacher
professional development
Find ways, time and space for the development of
student’s personal potential and talents
Establish a new concept of evaluation and a school
monitoring system with mutli-dimentioned criteria
Conclusion: future prospects

Three ways to further harmonious connection between
East and West
> “translation” and adaption of western theories
(Yan, 严复，1854~1921）
> Western theories for practical application with Chinese
theories as base (Zhang, 张之洞，1837~1909）
中学为体 西学为用
> Chinese theories as practical application with Western theories
as base （Huang, 黄仁宇, 1918~2000）
西学为体 中学为用
Achieving Equity and Quality
Find a most proper way
for
Life-long development of each student
in
Both West and East
In
A globalized world
Thank you!