Did you know 1.5 billion people around the world are learning English? And that’s about 1.42 billion more than are learning the second-most popular language to learn (French)?
What country has the largest number of different mother tongues? Would you believe Papua New Guinea?
I could go on and on, and then go further on and on about the implications of these data, but why not check out Alberto Lucas Lopez’ fascinating infographic yourself?!
This blog, along with its writer, has been enjoying the relative lethargy of summer–which means there’s a lot piling up. But until then, here’s a link to a blog entry by Emily Lester, TGC Program Director, on their recently completed trip to India. What she describes brings back my experience vividly.
It’s testing time here in south Florida, throughout all the United States (my favorite viral link on the topic involves John Oliver’s 18-minute package from HBO–click here if you’re not likely to be offended by some of the language), and thanks to today’s release of most recent PISA results (see reports by BBC, CNBC, Time, U. S. News & World Report) all around the world. What this means for me is a great opportunity while students are testing and other teachers are proctoring to curate a variety of information about education matters around the globe, some of which doesn’t even mention tests. Enjoy and please comment, as we wait for students to get back to studying and teachers to get back to teaching.
Numbers in parentheses correspond to global rank in those PISA results.
South Korea (#3) . NPR did a package on the pressure among South Korean students to do well on tests, so much so that one survey found South Korean children aged 11-15 are the most stressed in the world. Still, there are Korean teachers going against the grain and focusing on the whole child rather than just the year’s test scores. Korea Times reports on teachers at a conference in Indonesia stressing the importance of using digital education to develop students’ creativity. According to another Korea Times article, 25 primary schools in Seoul will work on “universal design,” specifically as a means of developing ways to help the elderly and disabled.
Universal education is one of the prime goals of the United Nations’ Millenium Development Goals, and in many nations, the percentage of children in school has been increasing. Now that they’re in school, the question this New York Times commentary asks is, “Are they learning anything?” Part of the issue is infrastructure and part of the issue is that free schooling isn’t actually free when parents have to pay for books, uniforms, and other supplies; this article from The Guardian reports that’s the main problem in Uganda (not ranked) and other sub-Saharan African countries (of those participating, the highest sub-Saharan nation was Botswana [#70], and the bottom two in the global table were South Africa [#75] and Ghana [#76]). In India (not ranked), the Right to Education Act made universal education a constitutional right of every child. This law has spurred massive interest in developing the infrastructure and personnel necessary to educate properly the approximately half billion (that’s 500,000,000–nearly twice the total population of the United States) children in India. Some teacher training institutes are better than others (and here I must give a shout-out and link to Maya Menon and all my friends at The Teacher Foundation in Bangalore). The Hindustan Times, in Mumbai, reports that the central government is considering withdrawing certification of some teacher training programs.
Meanwhile, also in India, Microsoft has launched a cloud-based computing option specifically for use in schools and colleges there. Microsoft’s CEO is 47-year-old, Hyderabad-born Satya Nadella.
The only country with more children to educate than India is China, and it is often seen as a country with exceptional education. However, because PISA tests are given only in selected regions, the country as a whole is not ranked (Hong Kong was listed as #2, but see questions raised about Shanghai’s #1 rank in 2012 here and here). Yong Zhao has long been a critic of the country’s focus on standardization and rote memorization over creativity, leading to good test results but not necessarily entrepreneurs and Nobel Prize winners–see an article on his latest book here. Another article from Langauge Magazine praises China for its rapid rise in literacy since 1978, but shows concern for the growing dominance of Mandarin (the language of Beijing and the state) pushing into extinction other regional dialects and perhaps pushing the Cantonese speakers of Hong Kong toward more protest and a greater assertion of regional identity.
The Hour of Code seems to be growing bigger every year, both in the U. S. and internationally, but did you know Rwanda (unranked) has been encouraging coding through Scratch Day?
What’s a post on global education without some mention of Finland (#6)? Due to consistent high performance in the tables of international test results, Finland is to global education what Lupita Nyong’o is to fashion right now. And, well, in fashion and in education apparently, one day you’re in, next you’re out. BBC News reports on a study by the director of the Centre for Market Reform of Education (U. K.) claiming that Finland’s high results come not from the liberality with which teachers create curricula, but from the highly structured and centralized reforms of the 1970s and ’80s. This report is countered by this April 27 column in The Guardian by Pasi Sahlberg, who summarizes what he believes are the main ideas behind Finnish educational success here. Read more about the CMRE report in a Finnish newspaper here.
Whatever you think of Finland, it’s not Sweden (#35), where no one’s happy with what’s happening in education. The Organization for Economic Cooperation and Development issued a report that said Sweden needs to “urgently reform” its school system. The Guardian reports that among the biggest problems in Sweden is too much emphasis on parental school choice, contributing to a winner-takes-all system in which the lower-class and immigrants do poorly on standardized tests. The Cato Institute, at least as far right of center as The Guardian is left, says, no, it’s the reforms of the 1990s that led to more “pupil-led” lessons.
Speaking of international comparisons, what’s a post on global education without some mention of some measurement of how bad kids in the United States (#28, tied with Italy) are compared to the rest of the world? Fortune magazine reports on a study by Educational Testing Service that shows Millenials in the U. S. fall short of their international counterparts in literacy, math, and the skills needed to solve problems through technology. The Atlantic magazine has a bit more details and nuance here. (You don’t have to search far to find more Millenial-bashing: not only are they unskilled, they’re cheap, irreligious, politically unaffiliated, skeptical about current reports of economic growth, delaying marriage and raising children, and just generally a bunch of social-media-addicted, selfie-taking narcissists. Ouch, hurtful! Although, in fairness, here’s a remember-how-stupid-you-were-when-you-were-that-young counterpoint.) We here at Globalcitizenshipe are here to help. Here’s a criticism of the report, a piece on what Millienials need to learn about using social media productively, and an explanation of why it’s so hard to become an adult these days. (Truth in reporting: As a grader of the Advanced Placement exam, I am a part-time employee of ETS, which developed the study in question. And I can’t join the Millenial bashers because I hadn’t made much progress in the “pillars of adulthood” [marriage, children, career] by the time I was 25 either.)
I conclude on a very serious note. One in seven schools in Nepal have been destroyed by this week’s earthquakes. One million children now have no school to go to. Public Radio International lists 10 charities established in Nepal with the best chance to provide help.
If you’re a fan of SlideShare, here’s a short, interesting presentation by McKinsey and Company, a global management consulting firm with 105 offices worldwide: “No Ordinary Disruption: The Four Forces Breaking All the Trends.”
The often cited No. 1 country in the world for education–Finland–is changing everything. Or is it? According to The Independent (U. K.), students’ classes will be organized around interdisciplinary topics (cafeteria studies, European Union) rather than traditional subjects. But Valerie Strauss of the Washington Post reports that these topics are options that can be added to teachers’ curricula (which Finnish teachers are trusted to develop and implement). Leonid Bershidsky of Bloomberg puts in his two cents (couldn’t Bloomberg afford more?!) here.
Lily Britt, a PBHS alumni and a student at Washington College in Chestertown, Md., spoke to the local Rotary Club about her six-month travel exchange in Hong Kong. During her junior year at PBHS, Lily went to France on a Rotary Youth Exchange. Good to see our former “Traveling Tornadoes” still broadening their international experience!
Teachers for Global Classrooms is about to send a cadre of teachers to Uganda. Here’s an article about one of those teachers, in Virginia; an article about three graduates of the M. Ed. program at Northwestern University who are going, one of which was featured in the Chicago Tribune highlighting his assignment to retell Hamlet as a series of Tweets between characters. (Assignment: Whoever replies with the best 140-character version of Hamlet’s “O what a rogue and peasant slave am I” soliloquy wins the contents of this empty box by my feet.)
This week is Spring Break in my district, and about a dozen students from my school are spending it on a service learning project in Costa Rica, helping to preserve mangroves. You can follow their blog here.
I just came across two international stories with very little in common. First, Gallup conducted a survey to find out which countries are the happiest, and released the results today, International Happiness Day.
All of the top 10 countries are in (get ready for it) Latin America. Paraguay topped the list with a giddy 89, well ahead of the 84 posted by the bubbly runners-up: Colombia, Ecuador and Guatemala. The United States was two points short of the top 10, its score of 79 tying with countries as satisfied and sundry as Argentina, the Netherlands, Sweden and Rwanda.
The U. S. score puts its happiness well above the global average of 71. The lowest score was Sudan’s 47, which by the way is nine points behind its recently seceded part, South Sudan. But before we attribute all unhappiness in the world to war, we must note that among the nations in between those two are the relatively peaceful but comparably dour Turkey (54) and Lithuania (55).
There’s just no accounting for what makes people happy. Read the original article from Gallup here.
Meanwhile, in India (which scored 70, tying it with indifferent nations like Ghana, Italy, Jamaica and Poland), 600 Class X students (10th graders) in Bihar have been expelled for cheating on the standard test they must pass in order to continue their schooling.
Now, students cheating would not normally be either newsworthy or potentially viral, but in our electronic-media-saturated world, when there is video of parents climbing the walls of the school to pass cheat sheets to their children, well, to repeat what countless say around the world with such things, you gotta see this.
(I will attest that during my trip to India, many of the educators I spoke with bemoaned the overemphasis on standardized testing in Indian education.)
No report yet from Gallup about India’s happiness score being artificially inflated due to survey respondents sharing answers.