Video – TGC – How the World Learns: Comparative Educational System # 372

Video – TGC – How the World Learns: Comparative Educational System                          # 372
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Title Name : TGC – How the World Learns: Comparative Educational System

Title Number : 372

Published by : The Great Courses

Data:  5.30 GB

Duration : 12 Hours

Language : English

Type: Video Lecture

Useful for:  Higher Grade

For More Details: www.thegreatcourses.com

 

 

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The idea that everybody deserves a chance is at the heart of Horace Mann’s revolutionary belief that education is “the great equalizer.” U.S. schools—and national education systems around the world—today reflect the ideals that Mann was among the first to promote, including universal enrollment, compulsory attendance, and public funding.

 

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Mann’s blueprint for mass education in America has since been followed across the globe—yet international student assessments show that achievement among countries varies sharply, with the United States and much of Europe typically scoring average, at best. Furthermore, educators, business leaders, and government officials cite a growing disconnect between what schools teach and the needs of a rapidly changing market.

 

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This state of affairs has sparked anxieties about an educational crisis, yet the problem, if there is one, is highly complex. The key to making sense of this disparity and “fixing” education lies in taking a meaningful look at what’s happening internationally. Seeing what education looks like in other countries and contexts—how the model America innovated has been adapted and implemented elsewhere—helps us understand how other systems create success. Go on an educational trek around the world to better understand how other countries approach the same challenges we face, and grasp how culture and context shape local circumstances. For example:

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  • In Japan, students remain in the same classroom all day, working in groups, while the teachers move around from class to class. Japanese schooling is characterized by strong institutional ties between schools and employers.
  • Finland does not have a formal evaluation process for teachers, merit pay, census-based standardized tests, or ranking of schools. Finnish teachers do have relative professional autonomy, competitive salaries, and less classroom time, with more time for reflection and preparation. From preschool through university, education is free of charge.
  • Indonesia is in the process of moving approximately five million secondary school children into vocational-education programs to help them prepare for jobs that government leaders hope will grow their economy.
  • Poland improved its average performance on international tests by targeting competency development, focusing particularly on girls and on the lowest-performing students.
  • Saudi Arabia mandates a religious curricular requirement, while China includes moral education as a required part of the curriculum.

 

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In How the World Learns: Comparative Educational Systems, you’ll delve deeply into each of these cultures and more, led by Alexander W. Wiseman, Associate Professor of Comparative and International Education at Lehigh University. In each of these 24 thought-provoking lectures, you’ll engage in a detailed comparison of teaching methods and student achievement in both primary and secondary schools, from the focus on STEM instruction and the intent of morals education to the role of preschool and the importance of creativity. You’ll discover why Finland and South Korea consistently rank as the two best educational systems despite having diametrically opposed approaches, and consider the unique cultural challenges facing schools from America to South Africa. As you embark on this educational odyssey around the world, you’ll examine schools as close as Tulsa, Oklahoma and as far-flung as Ghana, Japan, and Myanmar. You may be surprised to learn that for all their differences, approaches to teaching don’t vary as widely as one might expect.

With Professor Wiseman’s guidance, you’ll use internationally comparative data to identify strengths and weaknesses and to see how this information is used—and sometimes misused—to enact policies that shape what happens in classrooms. The data and systems are not studied in a vacuum, however. Instead, you’ll explore how cultural, religious, socioeconomic, and historical contexts may influence these methods, and whether one nation’s best practice could backfire in another.

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The Big Three: Singapore, South Korea, and Finland

Singapore, South Korea, and Finland have each become famous for their educational systems, which policymakers, educational reformers, and media worldwide applaud. Intriguingly, Finland and South Korea have very different takes on schooling: Finnish children spend about the least amount of time in school and enjoy a relaxed atmosphere, while South Korean students endure long days and rigid pedagogical methods. All three systems, however, focus students on fewer topics more deeply, rather than skimming through many topics superficially.

How the World Learns analyzes these characteristics and the contexts in which they operate, and presents examples of attempts to replicate the success of Finland elsewhere—as in Abu Dhabi, where education officials imported 50 Finnish teachers to establish Finnish-style primary schools.

You’ll also gain insight into other highly ranked countries such as China and Japan, which use high-stakes testing to create a culture of fact-based achievement, yet produce students who struggle with unscripted problems and solutions.

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Study the Role of Teachers and Schools Around the Globe

Along the way, you’ll contemplate a number of important questions about the goals of education and the ways teachers may help students reach them:

  • Are teachers responsible for academic content only, or are they also caregivers and counselors?
  • Is low student performance the fault of teachers?
  • Which is more important: gaining knowledge or learning new skills?
  • Is standardized testing the best way to measure what a person knows or is capable of?
  • Is the point of school to prepare kids for college or for a job?
  • Should there be a strong socialization component to school, with the goal of creating better citizens?

These lectures examine the topic of education in a multifaceted way, from the degree to which a country’s teachers regularly collaborate to parental involvement’s impact on achievement. As you investigate gender equity across cultures, you’ll consider the gender-segregated schools of Saudi Arabia, which are being embraced as a new way to create access and opportunity for girls where none may have previously existed.

The complex subject of technology in the developing world is viewed through an unflinching lens, with realistic discussion of its sustainability. The news is not all bad on this front, however, as you’ll witness in a remarkable story of children in an impoverished area of New Delhi who taught themselves to use a computer.

While this is an inquiry into schools the world over, this course also devotes significant attention to education in America. Yet rather than looking at the U.S. system as a monolith, it’s examined for what it truly is: an enormous entity comprised of 50 individual states with widely different educational systems, from the conservative to the experimental.

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 Learn from a Teacher Who’s Been There

Far from an ivory-tower academic, Professor Wiseman brings real-world classroom experience to this endeavor. Having been a teacher in America and Japan—where he taught English using Beatles lyrics—his practical understanding of the shared experience of teachers and his deep knowledge of international educational systems come across in every lecture.

Educators in particular will appreciate the professor’s ability to balance optimism with pragmatism. He makes clear that there is no magic bullet when it comes to education, and what works in one country may not be realistic for another.

How the World Learns goes beyond the rhetoric of crisis and prescriptions for quick fixes to reveal the fullest picture possible of the practices that produce results (or don’t), the external factors over which schools have little control, and the potential for success.

 

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This course begins with the most commonly asked question about education: How do we fix our school? It will seem like an obvios question to ask, but we then explore reasons why the question is important and why it is so difficult to answer. Some of the reasonsincludethe fact that education is ubiquitous worldwide. Most people attend school at some point in their lives. As a result, everyone has an ideaof how to make it better, and the logical place to start  is to look at other educational systemthat have done something well or better than our own. This course also address the importance and remarkable availability of internationally comparative educational news and data. Not only canwe see what isn’t working in our own systems, but we also haveconstant, on-demand access to information about school in other countries through media and the internet. To investigate some of this a bit further, this course introduces the most recognizable and widely used international educational data sourses: PISA (program for International Student Assessment) and TIMSS ( Trends in International Mathematics and Science Study). Using this Data, this course will address where the Unnited States and other countries stand in comparison to each other and will return to highlight why the ubiquity of education and availability of data mean that the question about how to fix education will continue.

 

It is important to not only learn what works or doesn’t work in other countries, but it is equally important to be self-aware. This course discusses what is unique about the American educational system by explaining the foundations of education in the United States. This involves some history of educational development in the United States, focusing on key thinkers and decision makers and their approach to education (e.g., Thomas Jefferson, Horace Mann, James Bryant Conant, etc.). the course clarifies the ideologies behind mass or universal education in the United State (denocratic localism, citizenship development, equality, economic groeth, and standardization of education) and highlights the key institutional components of education in the United States, especially in comparison to the international model od mass education. Furthermore, the course analyzes why education in the United States fails to succeed whereas education in othercountries has done so well.

24 lectures |  30 minutes each

 

1  The Global Challenge to Educate 

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In order to examine how the world learns, we must first understand how cultural customs and practices outside the classroom influence what goes on inside. The central thesis of this course is that the key to learning from international comparisosn is to understand which echool and nonschool factors align to achieve success in any particular context. Knowing how the world learns is a stepping-stone to understanding how student acquire skills and knowledge, teachers teach, and education system function in the best ( and worst) ways. This insight will help parents, educators, and policymakers make the best decisions and implement superion education in each unique contaxt and classroom in the United States and around the world.

  • Cognitive Domains and Bloom’s Taxonomy
  • Japanese and American Classrooms
  • Focus on Significant Factors
  • Context Is Key
  • School and Nonschool Factors
  • Socioeconomic Status
  • Teachers Manage in Context
  • Context Change in Every Country and Culture

What are School Factors and Nonschool Factors?

How can we fix our failing education system?

 

2  Sputnik Launches the Science-Math Race 

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On October 4, 1957, the Soviet Union launched Sputnik 1, the first artificial satellite to orbit the earth. The successful launch came as a shock to Americans.the fact that the Soviets were beating us in the space race was enough to push national attention, and funding, toward education. Money was targeted to improving science and mathematics education, building foreign language competency, and employing education as a tool for international competition. This was a defining moment in the Cold War between the United States and the Soviet Inion and a  pivotal point for education as a national agenda item.

  • Education as a National Agenda
  • A Decentralized Government
  • Japan and Germany
  • PISA and TIMSS
  • Model System; Singapore, South Korea, Finland
  • Examine What we Learn in the Context of How we Learn
  • Balance Content and Cognitive Domains
  • Avoid the Culture of Crisis

 

 

3  Education Is Life 

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American education does not usually fare well in international comparisons. For example, on the two most friquently cited international tests of student achievement, the United Stats ranks near the middle in reading, mathematics, and science. Even more worrying is that we score below countries that are our economic and political competitors such as Chaina. What’s more, the United States does not seem to be able to break into the top-achieving group, in spite of decades of education reforms. In this lecture, we will examine how American think about education. Once we understand that , we can begin to use the data from international test scores and other sources to improve education.

  • John Dewey – Education is not a Preparation for life; education is life itself.
  • A Dominant Life Experience
  • The American Philosophy of Education
  • Blame-and-Shame Tactics
  • What the Polls Show

How do we believe that school is the best place to learn?

Is education a human right?

What is the responsibility of teacher?

What makes a quality teacher?

 

 

4  Evidence-Based Policy Making in Education 

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Two of the highest-scoring countries on international test of educational achievement are Finland  and South Korea, yet they have two very different approaches to education: a low-stakes system versus a high-stakes one. The fact that students in these two countries do well on standardized tests tells us that despite extremes in any one country’s approach to education – there is no universal formula that willguarantee reliable outcomes in the compaign to produce high achievement. Instead, student learning and performance seem to be highly dependent on the culture andcontext of each country’s education system. As we’ll see in this lecture, it’s necessary to consider both school and nonschool factors to make informed decisions about education policy and practice.

  • Issues with Evidence
  • A Global Phenomenon
  • President Johnson’s Great Society
  • Equality of Educational Opportunity
  • School and Nonschool Factors
  • Coleman Report Findings
  • Best Practices
  • Legitimacy Seeking and Funding
  • No Child Left behind

Why is evidence-based educational policy making a global phenomenon?

 

 

5  What Should We Compare about Education?

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In a recent global survey of math and science skills, the highest-scoring mathematics students were from Taiwan, followed closely by South Korea and Singapore. In science, the highest-scoring student were from Singapore, followed by Taiwan, Japan, and South Korea. American students typically did not fare as well as the top performers worldwide. Among the lowest-scoring countries were Qatar and Ghana. In this lecture, we’ll address those aspects of education that deserve comparison in international assessments of education excellence – and attempt to tell the real story about education that achievement tests may not reveal.

  • Knowledge as an Exchange Commodity
  • Finland
  • China
  • Infrastructure, Capacity, and Sustainability
  • Big Data
  • Shifting School Culture
  • Context Is Crucial
  • First Steps

What is the most important outcome of education worldwide?

Is the global education crisis “manufactured” or is it real?

What is unique about education in different countries, cultures, and system?

 

 

6  The World Learns from Horace Mann 

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Education is “the great equalizer” according to Horace Mann, a strong advocate of public education. The American education system today reflects the revolutionary ideals expressed by Mann: universal enrollment, compulsory attendance, public funding, and a fundamental belief rooted in Thomas Jefferson’s “ A Bill for the More General Diffusion of Education”  Jefferson believed that schools are local bastions of democracy because they create educated citizens. In this lecture, we’ll examin the history of education in America, Focusing on key thinkers, such as Horace Mann and James Bryant Conant. We will also explore how the governing ideologies behind universal education came about in the United States, and how some of these ideas became central tenets of education around the world.

  • Horace Mann
  • Training Schools for Teacher
  • James Bryant Conant
  • Meritocracy
  • Accessibility and Accountability
  • Evidence-Based Policy Making
  • Formative and Summative Assessments
  • Oversimplified and One-Dimensional

Is education a realistic way to solve social, economic, and political problems in the wider society?

Is education really “the great equalizer” around the world?

What is the accountability expectation?

 

 

7  When Culture Invades the Classroom 

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In this lecture, we will investigate the concept that nonschool factors, such as poverty or cultural context, are among the strongest significant predictors of learning even more so than school factors, such as curriculum, teacher quality, and school resources. Culture and finincial hardship typically fall outside the control of schools, teachers, policymakers. Or reformers. To explore the influences of  such nonschool factors as financial hardship and cultural context in the development of education and learning, we will examine school systems in South Africa and China.

  • Financial Hardship and Cultural Influences
  • South Africa
  • Human-Capital Theory
  • China
  • Confucianism
  • Cycle of Innovation and Development
  • International Indicators of Innovation
  • Fostering Knowledge Creation

What is a knowledge society?

How does poverty predict teaching methods around the world?

 

 

8  Germany and Japan’s Shattered Expectations 

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One of the most significant international benchmarks of student learning  is the Program for International  Student Assessment ( PISA ) . once every three years, it assesses the reading, mathematics, and science skills of approximately 28 million 15-year-olds. PISA exams are considered unique and particularly effective because they are designed to access with students know- and can apply in their own lives-rather than test a specific school curriculum. While PISA assessments are by no means fail-safe, they are taken quite seriously by most participating education systems. In this lecture, we’ll explore the phenomenon of “PISA shock”  and analyze the education systems of the world’s top PISA performers and reformers.

  • PISA Shock
  • A Basis for Policy Initiatives
  • Finland
  • Poland
  • Japan
  • Indonesia

Why are international assessments like TIMSS and PISA important?

 

 

9  Borrowing Foreign School Cultures 

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Improving education is a challenge that is often eased by comparison. We are tempted to adapt or adopt examples of teachers, classrooms, schools, or education system that exhibit high levels of student learning and performance. This lecture will push you to think critically about which countries and cultures are comparable and which are not. Also in this lecture, we will revise the classic “ apples and oranges” rationale to discuss what is and what is not a useful or appropriate comparison.

  • Target Comparisons
  • Finland and Abu Dhabi
  • Finland and the United States
  • A Cognitive Olympics
  • Student Performance and Economic Status
  • Significance of Cultural Context
  • The Baker and Westbury Debate
  • Strategic Comparisons

What is socioeconomic status?

Why are educational comparisons so popular?

 

 

10  The Value in Linking School to Jobs 

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In this lecture, we will explore what educators, businesspeople, and government leaders perceive as a growing disconnect between our schools and the rapidly changing labor market – the gap between education and the economy. We will focus on renewed efforts around the world to test whether vocational education and training can become a successful portal into skills-based education to prepare young people to participate in the emerging technology-driven knowledge economy.

  • Toward a Better Education Balance
  • Distinctions between Knowledge and Skills
  • Competency Frameworks
  • Apprenticeships
  • Competency-Based Education at Home and Abroad
  • Japan: Employer Involvement
  • Integrating Academic Knowledge and Vocational Skills
  • Ghana: Competency-Based Training

Are schools training grounds for employment?

 

 

11  Why Blame the Teacher? 

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Reactions to poor performance on international student-achievement tests have routinely focused on reforming teachers as a way to improve national education systems. In this lecture, we will study various aspects of national efforts to improve teacher preparation, professional development, and teacher monitoring systems. We will also examine the elusiveness of teacher quality by examining how the lowest-scoring systems are reforming education through teachers- in particular, the endeavors of Saudi Arabia.

  • Teacher Quality Determined by Proxy
  • Saudi Arabia – An Instructive Case
  • Single-Sex Schools
  • Out-of-Field Teaching
  • Homework and Assessment Activities
  • Link between Teacher Certification and Student Achievement
  • Predictors of Student Achievement
  • An Elusive Goal

What makes the educational system of some countries models that so many other countries aspire to become?

Is low student performance the fault of teachers?

 

 

 

12  Gender Pipeline Lifts Equality Dream 

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School are extensions-and reflections-of our communities and ourselves. The problems that exist outside the school’s walls come right into the classroom, because teachers and students live in that world-they do not just exist in an intellectual vacuum. If there is violence in the schoool, chances are that there are factors in the wider community that contribute to it. If educators are teaching out of their field or are less than expert, then they may live in a society that undervalues teacher professionalism or mocks learning as elitist. In this lecture, we explore the concept of gender equality in education, and how our treatment of boys and girls in school reflects the values of our society and culture.

  • Education in Context
  • Gender Equality in Education
  • Gendered Curricula
  • Cloak of Equality
  • The Gender Pipeline
  • Gender-Related Socialization
  • Single-Sex Schooling
  • Separate but Equal Schooling

Should we emphasize expertise for teacher and train them rigorously as experts in their fields?

 

 

13  Gulf Schools: The Non-National Advantage 

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Education acts as a powerful agent of socialization as well as identity formation; it also serves as a means to distinguish between who “belongs” in a particular society and who does not. In this lecture, using the example of Saudi Arabia, we explore the concept of the “insider” versus the “ outsider” in national education systems to determine the way education bridges politicalcitizenship, academic performance, and economic productivity. By examining three defining issues related to education and the challenges of citizenship, we consider education as a means for producing citizations who reflect the desired image of national peoples and their governments.

  • Nationalization of the Labor Force
  • Student Achievement by parental Origin
  • Intensified Isomorphic Mass Schooling
  • School – Tools for Nation Building
  • Issue 1: The Robustness of Formal Education as a Socialization Agent
  • Issue 2: National versus Global Citizenship Formation
  • Issue 3: Citizenship Education beyond Human-Capital Investment

What are the effects of schooling on youth political socialization across nations?

 

 

 

14  Who Is Accountable for Education? 

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While the culture of accountability varies form country to counter, and from region to region, certain connected elements of accountability culture appear in most educational systems: access, achievement, and the combination of standards and assessment. In this lecture, we will examine these three elements of accountability culture and consider examples drawn from the United States, Japan, and Finland.

  • Class between Community and Accountability Culture
  • Japan – A Consensus Culture
  • Access
  • Achievement
  • Combination of Standards and Assessment
  • Accountability Culture in Finland
  • Common Core Standards
  • Education Equity

How schools, teachers, and students are held accountable for education worldwide?

 

 

 

15  How Parents Shape Student Outcomes 

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Parents have a tremendous effect and influence on the education of their children. Even though there are different approaches to parameter involvement, the output is typically a product of the same equation: The more involved parents are, the better their students perform both in school and outside the classroom. In this lecture, we will examine the phenomenon of “shadow education,” how student literacy in influenced by the parents socioeconomic status, definitions of “ formal literacy” and “informal literacy”, the PIRLS report findings, and an analysis of parental involvement in education in both Japan and Saudi Arabia.

  • Shadow Education
  • Influence of Socioeconomic Status
  • “Informal Literacy” and “Formal Literacy”
  • Parental Influence in the Home and School
  • PIRLS Report
  • Japan
  • Saudi Arabia

What is shadow or supplementary education?

What impact do parents have on literacy?

 

 

16  Reading, Writing, and Religion 

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In this lecture, we will examine how educators and students in different system around the world decide what to teach and learn, and explore how that curriculum decision is a product of context. Student all over the world learn much of the same content matter and cognitive skills; for example, language, math, and science are universal. In same countries, however, specialized curricula reflect unique social, politican, or ideological characteristics. We will also study the phenomenon of the “hidden curriculum” which transmits dominant norms, values, and beliefs implicity, and consider the promise of interdisciplinary education and the uses of comparative education data.

  • Hidden Curriculum
  • Paulo Freire and John Dewey
  • The Curriculum: Intended, Implemented, Received, and Enacted
  • A Prohibitive Organizational Context
  • The Promise of Interdisciplinary Education
  • Uses of Comparative Education Data

How do teachers decide what to teach?

What is the difference between the intended, implemented, received and enacted curriculum?

 

 

 

17  International Test Scores: All and Nothing 

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Participation in international assessments of student achievement is not simply about determining what students know and can do. Participation in these assessments has a political and economic purpose that provides legitimacy – not only to education system but also to nations. This lecture provides a framework for finding what works to improve student achievement on standardized tests in countries worldwide, based on international comparisons and evidence-based decision making. To determine what works, we will use our understanding of how the world learns.

  • Education – Not an Isolated Enterprise
  • Misleading Rankings
  • Differences in Context and Culture
  • Negative Aspects of International Testing
  • Positive Aspects of International Testing
  • Impetus behind Media Coverage
  • Content Domains and Cognitive Domains
  • Using TIMSS to Inform Policy

What are the advantages and disadvantages of comparing student achievement worldwide?

What role does context play in understanding variation in education around the world?

 

 

 

18  Turning a Good Teacher into a Great One 

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To understand how the world learns, we need to study how the world’s teachers teach. In this lecture, we will compare teacher pedagogy in the United States with that in Saudi Arabia, Finland, and Japan, and consider the effects of both school and nonschool factors. We will also explore what make a good teacher – evidence demonstrates that effective teachers are well-trained, highly collaborative with other teachers, and know how to engage students in learning.  A teacher’s values, passion, and personality are crucial elements in teaching – but are difficult to quantify. Nevertheless, it is often that individual spark that turns a good teacher into a great one.

  • Characteristics of Good Teachers
  • Basis for Comparisons
  • Teacher Education, Training, and Professional Development
  • TIMSS Data on Teacher Collaboration
  • Teacher Collaboration by Country
  • Types of Teacher Instruction by Country
  • Conclusions about Teacher Pedagogy Worldwide

What makes a good teacher?

What makes a teacher’s teaching good?

 

 

 

19  The Foundations of Civil Society

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Schools are key components in the political socialization of young people. School are often part of national education system, are populated by government-certified teachers, and convey to students a government- approved curriculum. What’s more, national education systems are usually mandatory and oversee young people during a significant portion of their key developmental years. In this lecture,we will think critically about political socialization and why it plays such a large part in education worldwide. We will explore the specific ways that students are politically socialized; examine the result of the socialization; and consider the fact that political socialization is less about teaching and learning than it is about creating a functioning civil society.

  • Civics Education and Political Socialization
  • International Civic and Citizenship Education Study
  • ICCS Data for Hong Kong and Taiwan
  • Standardization of Schooling
  • A Global Education Model
  • Japan Exchange and Teaching Programme
  • Impact on Education Decision Marking
  • A Surprisingly Stable Structure
  • A Pervasive World Culture

How does a country’s political context influence the way that policymakers, administrators, and teachers make decisions about education?

 

 

 

20  From National Student to Global Citizen

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Global citizenship can be explicitly thought through direct instruction in knowledge, skills, and values; or implicity communicated through education in international or global affairs, languages, and art. In this lecture, we explore how education system in countries around the world encourage global citizenship both explicitly and implicitly, and focus on the efforts of two international nongovernmental  organizations (NGO) oxfam international and the international Baccalaureate foundation that have influenced the development of global citizenship. We will also consider the notion of becoming a “citizen of the World”, and how global citizenship centers around shared experiences and fundamental norms and values.

  • Global Citizenship
  • Oxfam International
  • International Baccalaureate
  • Civics and Citizenship Education – A Comparison Worldwide
  • A Worldwide Trend
  • Becoming a Global Citizen

How do schools create global citizens?

 

 

 

21  The Problem with Teaching’s Best Practices

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Most people assume that education successes in other countries can be easily transferred to their own national systems. However, global best practices in teaching and learning are highly dependent upon context, and targets and goals for education can very greatly. In this lecture, we will examine what works for teachers and students in several education system around the world, and discover that what produces a positive outcome in one place does not necessarily translate into success in another. We also consider the fact that the key to superior education is less about prescribed activities or methods, and more about understanding who the teachers and student are, and the expectations placed on them by schools and society.

  • Democratic Localism
  • South Africa
  • Best Practices
  • Taiwan
  • Finland
  • Outcomes Drive Best Practices
  • Increasing Time in School 

What are global best practices in teaching and learning?

 

 

 

22  A School inside Your Phone?

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Imagine that school is not located in a place, a building, or a classroom. Imagine that the traditional role of teacher has been replaced because there are other ways to disseminate and structure education, largely through the use of new technologies. Imagine a world where creating and managing knowledge is more important than learning and using old information. This future is not imaginary anymore. Technology can change what, and how, we teach and learn. What’s more, it is a tool not limited by culture or context.

  • The Digital Divide
  • One Laptop per Child Initiative
  • Digital Divide in South Africa
  • An On-Demand Culture
  • Digital Entrepreneurs
  • Learning through Mobile Technology
  • Needs-Based, Nonlinear, and Networked 

How does technology change the way education occurs?

How is mobile technology advancing inquiry-based education around the world?

 

 

23  The Rich-and-Poor Learning Cycle

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In this lecture, we will explore the ways that countries around the world endeavor to achieve success in education, and discover that the best way to achieve successful education is to align school and nonschool factors to create equitable and contextually relevant environments for learning, and to provide quality and opportune conditions for learning in school. Although school and nonschool factors that contribute to education success seem to be fairly stable – from country to country, and from context to context – there is still no signal formula for achieving education success, because every school and community combination is unique.

  • Measuring Education Success
  • School and Nonschool Factors
  • Education Success in the United States
  • Education Success in Hong Kong
  • Education Success in Finland
  • Teaching – Not the only Indicator of Success
  • Being Ready to Learn
  • Resources and Equity

What does “successful” education worldwide look like, and how can it be achieved?

 

 

 

24  How to Fix Education: Heart, Head, Hands

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In this concluding lecture, we’ll focus on these reminders: when someone asks you how to fix education, remember what goes into every unique education moment. Remember to account for school and nonschool factors. Remember to consider the existing infrastructure, capacity needs, and capacity building, and whether the fix will be sustainable. What’s more, remember to think about how to change education in ways that involve the heart, head,and hands. If you can accomplish these goals, you will be on the right track to fixing your schools in a way that is meaningful – and fits the context. As Nelson Mandela said, “ Education is the most powerful weapon which you can use to change the worlds”

  • Monastic Schools in Myanmar
  • Heart, Head, and Hands
  • Imposition, Invitation, and Innovation
  • Saudi Arabia – Imposition and Invitation in Concert
  • Tatweer Education Development Project
  • Innovation in the Gulf States
  • Alignment of School and Nonschool factors
  • Crucial Importance of Context

How do we fix our schools?

How can a heart, head, and hands model of educational change be sustainable?

 

How the world’s teachers teach