The purpose of any education system is to equip learners with the ability to live a fulfilling and productive life. Currently, East Asia is home to seven of the top ten education systems in the world. Despite impressive achievements, these above-average performing systems are not resting on their accomplishments—they continue to deepen the quality of education, tying learning to new and emerging needs. Central to the region’s curriculum reform is a focus on teaching and measuring 21st century skills.
Korea, Republic of
Automation is heralding a renewed race between education and technology. However, the ability of workers to compete with automation is handicapped by the poor performance of education systems in most developing countries. This will prevent many from benefiting from the high returns to schooling.
Schooling quality is low
The quality of schooling is not keeping pace, essentially serving a break on the potential of “human capital” (the skills, knowledge, and innovation that people accumulate). As countries continue to struggle to equip students with basic cognitive skills- the core skills the brain uses to think, read, learn, remember, and reason- new demands are being placed.
Last Wednesday, the World Development Report 2018, Learning to Realize Education’s Promise (WDR) was released. It argues that there is a learning crisis: in many developing countries, children learn very little, educational opportunities are unequal, and educational progress is still very slow. What do we need to change this? We need prepared learners, who receive adequate nutrition and stimulation in their early years. We need well managed schools that create an environment conducive to learning. We need adequate inputs so that schools can operate effectively. But above all, we need motivated and well-prepared teachers. In classrooms around the world, white boards and screens have replaced black boards and notebooks are increasingly commonplace. But in this 21st century, with increased use of technology, there is one constant that determines, more than anything else, whether children learn at school: teachers. Indeed, teachers remain central to the classroom experience. And yet in many countries, the teaching profession needs attention and reform.
Education is one of the most powerful instruments for reducing poverty and inequality. It also lays the basis for sustained growth. Better schooling investments raise national income growth rates. In nearly all countries, though to varying degrees, educational progress has lagged for groups that are disadvantaged due to low income, gender, disability or ethnic and/or linguistic affiliation. However, there is an on-going education revolution occurring.
The International Association for the Evaluation of Educational Achievement (IEA) released the results of its latest Trends in International Mathematics and Science Study (TIMSS) yesterday, November 29. TIMSS 2015 assessed more than 600,000 students in grades four, eight, and the final year of secondary school across 60 education systems.
As countries strive to grow, build well-being and fight inequality, it is clear that education must adapt to changing global needs. This is true in all country contexts, including in advanced economies such as the Republic of Korea, where a high-performing education system already turns out skilled students who top the charts in international learning assessments such as PISA and TIMMS.
¿Tuviste un maestro favorito en la escuela? ¿Qué hizo a ese maestro tan especial? Los docentes son el recurso más importante que tenemos que garantizar que los niños aprendan. Pero la realidad es que muchos niños en el mundo no reciben una educación de calidad.
Did you have a favorite teacher at school? What made that teacher so special? Teachers are the single most important resource we have to ensure that children learn. But the reality is that many kids across the world don’t get a good quality education.
At the High-Level Forum on aid effectiveness (known as HLF4) a few weeks ago in Busan, South Korea, I had the pleasure of participating in a panel on education and aid. Unlike the HLF4 plenaries, our session didn’t involve Hillary Clinton or Tony Blair or Ban Ki-Moon, nor did we help to hammer out the Busan outcome documents. But what we saw in our panel on aid for education, and in the one-day pre-conference that informed it, was very encouraging: it showed how Korea’s lessons about student learning are influencing international education policy.
The event had been given the title “Dream with Education!” by our hosts in the Korean government. The exclamation point may seem over-exuberant, but in the Korean context, it’s not. Korea’s universal high-quality basic education and high rates of participation in higher education have helped it achieve development that would have exceeded any dreams fifty years ago, when rapid growth started. Between 1960 and 2001, Korea’s economy grew at an average of more than 7% per year. Equally important, Korea has achieved rapid progress in many other areas of life, from technological to social to political. While the country’s success has brought new challenges, as a recent Economist article pointed out, its ascent to this point has been remarkable.