The productivity challenge: An international
perspective on system innovation
Chris Wardlaw
10 November 2008
Curriculum Corporation Conference 2008
Sofitel Melbourne
1
We can learn from other education
systems even though the contexts
differ.
2
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
Learning Reform as
Heart of Education Reform
Choice &
Diversity
Schools
Leading
Reform
Student
Focused –
Expansion of
Curriculum &
Opportunity
Learning Reform
Rigorous
Quality
Assurance
5
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.
6
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
7
Learning reform since 2000 –
aligning curriculum, pedagogy and assessment
Curriculum
what is worth
learning
Pedagogy how
students
learn &
teachers
teach
Alignment for
student
learning
knowing
what students
have learned
Assessment
8
International Benchmarking of
Education in Hong Kong
Where does Hong Kong stand ?
9
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)
10
High science performance
560
High average performance
Large socio-economic disparities
540
Finland
Durchschnittliche
High average performance
High social equity
Schülerleistungen
im
Hong Kong-China
Bereich
Mathematik
Chinese Taipei
New Zealand
Estonai
Australia
Netherlands
Slovenia 520
Germany
United Kingdom
Switzerland
Czech Republic
Austria
Belgium
Ireland
Strong socio-economic
Hungary
Sweden
impact on student
500
Poland
performance
Denmark
France
Croatia
Latvia
United States
Slovak Republic
Lithuania
Spain
Luxembourg
Canada
Japan
Korea
Liechtenstein
Macao-China
Socially equitable
distribution of
learning opportunities
Iceland
Norway
480
Portugal
Russian Federation
Italy
Greece
460
Israel
Low average performance
High social equity
Low average performance
Large socio-economic disparities
440
22
12
Low science performance
11
2
Primary International Reading Literacy Study
(PIRLS) 2006 (Primary 4)
2nd (14th in 2001)
(Note: 26% operating at L1 literacy levels in English)
12
A quantum leap in reading
Quality
assessment
feedback
School
development
plan
Reading to Learn:
Priority
(Task Force)
Targeted
professional
development
Contemporary
curriculum
guides
13
Closing the gap between …
… the ‘intended curriculum’ and
… the ‘implemented curriculum’
… conscious, explicit, relentless
focus on the task(s) …
14
World University Rankings
Times Higher Educational Supplement
4 institutions among top 150
(26, 39, 42, 147)
*Note others
Shanghai Jiaotong University Ranking (began 2003)
EMBA – Financial Times
15
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’
16
Our jurisdiction data sets generally
confirm high and improving standards,
but there is no room for complacency
17
How do we explain
high standards …
high equality …
and … improvement ?
18
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 19
Is it culture?
YES
NO
20
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
21
But ……..……..
22
Student Attitudinal Factors
Confidence in mathematics (Grade 8) (TIMMS)
40%
35%
30%
25%
International
Hong Kong
Japan
20%
15%
10%
5%
0%
% of Students confident in Math
23
Weaknesses confirmed in range of
data sources

Student’s low self-efficacy and self-concept

Low connectedness to schools

Large between-school differences
24
The Pyramid
(Number of Students)
18%
Degree (2006)
S6 (2004)
S1(1999)
P1(1993)
Kindergarten
36%
90%
0
25000
50000
75000
100000
25
Staying on at school rates at 16 & 17
(2001-2)
Hong Kong Data provides indicative
comparison only (different data source)
100
80
age 16
60
age 17
40
OECD
Source: OECD Education at a Glance 2001/2;
EMB indicators for HK
Hong Kong
Malaysia
Philippines
Indonesia
Thailand
New Zealand
Ireland
United Kingdom
United States
Australia
France
Korea
Japan
Germany
0
Finland
20
Canada
Percentage of cohort
120
Non OECD
Country
26
The new global environment
The World has Changed !
27
Whither
knowledge?
28
29
30
Changing Views of Knowledge
Sources of Knowledge
Education institution
 Everywhere
(connected classroom)
Structure of Knowledge
Compartmental
 Holistic
(subjects & crosscurricular studies/enquiry
projects)
Understanding of Knowledge
Static
 Dynamic
(foundation knowledge,
learning to learn,
generic skills)
Nature of Knowledge
Authority
 Personal and
contextual
(teachers & students
learning together)
31
Is our education preparing
our young people for their future?
32
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”
34
School Curriculum Framework since 2001
Core Subjects
Elective Subjects
Other Learning
Experiences
Chinese Language,
English Language,
Mathematics,
Liberal Studies
2-3 Elective Subjects
chosen from 20 NSS
elective subjects,
Applied Learning
courses and
other language courses
- Moral and Civic
Education
- Community Service
- Aesthetic Development
- Physical Development
- Career-related
Experiences
(45-55%)
(20-30%)
(15-35%)
Senior Secondary
2009
Generic
Skill
Value &
Attitude
General
Studies
P1- S3
Moral and Intellectual Community Physical & Career-related
Aesthetic
Civic
Development Service Development Experiences
35
Education
Generic Skills
Collaboration skills
Numeracy skills
Communication skills
Problem-solving skills
Creativity
Self-management skills
Critical thinking skills
Study skills
Information technology skills
Values & Attitudes
Perseverance
Respect for others
Responsibility
National identity
Commitment …
36
Moving to a new academic structure in 2009
Current Structure
3-Year
Undergraduate
Degree
HKALE
(36% of students)
HKCEE
(98% of students)
New Structure
(334)
20015/16
school year
1st cohort
of graduates
4-Year
Undergraduate
Degree
Secondary 7
Secondary 6
Secondary 6
Secondary 5
Secondary 5
Secondary 4
Secondary 4
Secondary 3
Secondary 3
Secondary 2
Secondary 2
Secondary 1
Secondary 1
2011/12
school year
New public
examination leading
to HKDSE
(100% of students)
New Senior
Secondary
2006/07
school year
New Senior Secondary curriculum
Core Subjects:
•Chinese Language
•English Language
•Mathematics
Elective Subjects
2 or 3 electives
chosen from 20
subjects, Applied
Learning courses,
and other language
courses
•Liberal Studies
45-55%
20-30%
in 2009
Other Learning
Experiences
– Moral & Civic
Education
– Community Service
– Aesthetic
Development
– Physical
Development
– Career-related
Experiences
15-35%
38
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)

Chinese History
Economics
Ethics and Religious Studies
Geography
History
Tourism and Hospitality Studies
Personal, Social and Humanities
Education





Science Education




Technology Education





Biology
Chemistry
Physics
Science (Integrated, Combined)
Business, Accounting and Financial Studies
Information and Communication Technology
Technology and Living
Design and Applied Technology
Health Management and Social Care
Music

Visual Arts
# Performance Arts (to be developed)
Arts Education

Physical Education

Applied Learning

Physical Education
6 Areas of Studies
39
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
40
21st century vocabulary

creativity….

communication….

critical thinking….

values….
41
… creativity
42
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
43
…. communications
(languages and mathematics)
44
English as official
language
(information from UN)
45
Chinese as official
language
With large population
speaking Chinese
English as official
language
(information from UN)
46
Confucius Institute
Chinese as official
language
With large population
speaking Chinese
English as official
language
47
(information from UN)
0
LANGUAGE
104
Korean
126
Urdu
128
Japanese
128
French
200
191
German
205
Portuguese
211
Arabic
227
Bengali
400
Russian
487
Spanish
508
Hindi
600
English
Chinese
Million Speakers as
1st or 2nd Language
1400
1250
1200
1000
800
417
78
(Ostler, 2005)
48
Languages


Biliterate & Trilingual Language
(兩文三語) Policy since 1997, English + Chinese
(Cantonese & Putonghua)
Foreign languages as 3rd/4th
Ciao!
language…
French, German, Hindi, Japanese,
Spanish and Urdu …… `
你好!
Bonjour!
Hello!
49
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)
50
Challenges in making
Maths compulsory….
51
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
52
Senior Secondary Mathematics
as 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)
53
… critical thinking
54
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)
Chinese
Language
English
Language
X1
Issues in
Liberal Studies
Other Learning
Experiences
X2
X3
Mathematics
55
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)
56
…values
57
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.
58
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).
60

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.
61
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
63
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,
64
working paper for CSCNEPA)
Are these assumptions problematic?
65
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
66
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
67
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)
68
Chinese saying
“One needs to have a breathing space
while hanging oneself”
吊頸都要抖下氣!
69
The New Senior Secondary
Maths Curriculum
New Senior Secondary
Mathematics Curriculum
Compulsory
Part
Foundation
Topics
Nonfoundation
Topics
Extended
Part
Module 1
Module 2
70
Progression of Studies in
The NSS Maths Curriculum
(1) Students who study only the Foundation Topics in the Compulsory Part
Foundation Topics
Nonfoundation
Topics
Compulsory Part
(2) Students who study the Foundation Topics and some Non-foundation Topics
in the Compulsory Part
NonFoundation Topics
foundation
Topics
Compulsory Part
71
(3) Students who study only the Foundation Topics and all the Non-foundation
Topics in the Compulsory Part
Foundation Topics
Nonfoundation
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)
72
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)
73
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)
74
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 > Publications & Reports > Major Reports
76
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)
77
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’
78
The Development Process
Authorising Bodies
Core Group
leadership and alignment
Education Commission (EC)
Curriculum Development Council (CDC)
Hong Kong Examinations and
Assessment Authority (HKEAA)
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)
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
80
Progress Map for Hong Kong Education – Benchmarking Education Outcomes
Territory Data
The International English Language Testing System
(IELTS)
Post-secondary participation
60% Target
(Overshot)
International Benchmarking
The International English Language Testing System
(IELTS)
University
(20%)
(4 years)
The Times Higher Education Supplement and
Shanghai Jiao Tong University (University Ranking)
Post-Secondary Recognition and
Qualification Levels
Minimum Entry
Requirements
Standard-Referenced
Hong Kong Diploma of Secondary
Education
Key Stage 3
Programme for International Student
Assessment (PISA)
(15 years old)
S6
S5
S4
Territory-wide System Assessment
Key Stage 4
Universities and Colleges Admissions
Service (UCAS)
National Academic Recognition Information
Centre (NARIC)
University of Cambridge International
Examinations (CIE)
S3
International Civic and Citizenship Study
(ICCS) (1999/2009)
S2
S1
Territory-wide System Assessment
P6
Key Stage 2
P5
P4
Territory-wide System Assessment
(System, School)
(Chinese, English and Mathematics)
P3
Progress in International Reading
Literacy Study (PIRLS)
(Reading)
P2
P1
Kindergartens
15-17.5 hours x 3 years
Curriculum
Key Stage 1
Trends in International
Mathematics and
Science Study (TIMMS)
(2009)
Assessment
Second International Information
Technology in Education Study
(SITES) 2006
(teachers / schools)
Quality Assurance