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@YongZhaoEd

Email: [email protected]

Entrepreneurial Qualities

Friends

Confidence

Risk-taking

Alertness to

opportunityCreativityPassion

Global

competency Empathy

Resilience Growth mindset

Uniqueness/

diversity

The Challenge

Source: The World Economic Forum: http://www.weforum.org/content/global-agenda-council-youth-unemployment-2012-2014

The global unemployment rate among 15- to 24-year-olds

is estimated at 12.6% in 2013, with 73 million people

jobless worldwide, according to the International Labour

Organization. Levels of informal employment among young

people are soaring and they are finding it ever more difficult

to find jobs that match their skills and education. Calls for

urgent collective action have escalated, but the scale and

complexity of the crisis limits the impact of isolated

initiatives.

Source: International Labor Organization (2013): http://floatingpath.wpengine.netdna-cdn.com/wp-content/uploads/2013/05/Global-Employment-Trends-for-Youth.pdf

U.S.:

53% of Recent College Grads Are Jobless or UnderemployedThe Atlantic April 23, 2012 http://www.theatlantic.com/business/archive/2012/04/53-of-recent-college-grads-are-jobless-or-underemployed-how/256237/

Korea:

Skip College Is Top Advice for World-Beating Koreans

Business Week. September 12, 2012http://www.businessweek.com/news/2012-09-11/skip-college-is-top-advice-for-world-beating-south-koreans-jobs

Spain:

Desperation, anger grows for Spanish youth, with 51 percent unemployed

CBS Evening News, June 9, 2012http://www.cbsnews.com/8301-18563_162-57449322/desperation-anger-grows-for-spanish-youth-with-51-percent-unemployed/

South Africa:

Young, jobless and desperate – Degrees with no guarantees

City Press, June 16, 2012http://www.citypress.co.za/SouthAfrica/News/Young-jobless-and-desperate-Degrees-with-no-guarantees-20120616

China: 2013年中国大学生就业报告:本科生签约率不足4成 (Fewer

than a quarter of college graduates have employment.)

Beijing Morning News. June 10, 2013.http://news.xinhuanet.com/politics/2013-06/10/c_124841295.htm

The Paradox

Source:Hays: http://www.hays-index.com/2013/

The Index shows that each country surveyed faces

specific issues in its skilled labour force. 16 of the 27

countries are currently suffering some degree of labour

market tightness, despite the global economic

slowdown - an economic paradox.

• Youth unemployment rate is more than twice as high as the adult one –

23.3 % against 9.3 % in the fourth quarter of 2012.

• The chances for a young unemployed person of finding a job are low –

only 29.7 % of those aged 15-24 and unemployed in 2010 found a job in

2011.

• When young people do work, their jobs tend to be less stable – in 2012,

42.0 % of young employees were working on a temporary contract (four

times as much as adults) and 32.0 % part-time (nearly twice the adults’

rate).

• There are significant skills mismatches on Europe's labour market.

• Despite the crisis, there are over 2 million unfilled vacancies in the EU.

For example:

Source: European Commission: http://ec.europa.eu/social/main.jsp?catId=1036

The Change

The New Middle Class

The Creative

The Undervalued

The Entrepreneurial

The Opportunities

Human nature: Diversity, Curiosity, Creativity

Technology: Information Everywhere

The world: Globalized

The Change We Need

Schooling

Individual differences

Multiple intelligences

Cultural diversity

Curiosity, passion, creativity

Employable

skills

The European Parliament and the Council of European Union (2006)key competences necessary for personal fulfillment, active citizenship, social cohesion and

employability in a knowledge society

• 1) Communication in the mother tongue;

• 2) Communication in foreign languages;

• 3) Mathematical competence and basic competences in science and technology;

• 4) Digital competence;

• 5) Learning to learn;

• 6) Social and civic competences;

• 7) Sense of initiative and entrepreneurship; and

• 8) Cultural awareness and expression.

• critical thinking, creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of feelings are important across all domains.

Framework for 21st Century Learning (Partnership for 21st

Century Skills, 2007)

• Core Subjects (English, reading or language arts, World languages, Arts, Mathematics, Economics, Science, Geography, History, Government and Civics) and 21st Century Themes (Global awareness, Financial, economic, business and entrepreneurial literacy, Civic literacy, Health literacy)

• Learning and Innovation Skills (Creativity and Innovation Skills, Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills)

• Information, Media and Technology Skills (Information Literacy, Media Literacy, ICT Literacy)

• Life and Career Skills (Flexibility & Adaptability, Initiative & Self-Direction, Social & Cross-Cultural Skills, Productivity & Accountability, Leadership & Responsibility)

Human nature: Diversity, Curiosity, Creativity

The economy: Changed

Information: Everywhere

The world: Globalized

The Known Knowns

2005

1970

1940

1910

To create the same value in the U.S.,

it takes…

http://www.dailymarkets.com/economy/2010/10/03/increases-in-u-s-worker-

productivity-more-than-chinas-currency-responsible-for-loss-of-u-s-jobs/

http://campaignstops.blogs.nytimes.com/2012/07/08/the-future-of-joblessness/

Kraemer, K. L., Linden, G., & Dedrick, J. (2011). Capturing Value in Global Networks: Apple’s iPad and iPhone. Irvine, CA: Personal Computer Industry Center,

UC-Irvine.

Apple Employees:

43,000 US, 20,000 overseas

People working on Apple Products:

700,000

Apple profit: 400,000 per employee

Employees Entrepreneurs

Business entrepreneurs

Social entrepreneurs

Intrapreneurs

Policy entrepreneurs

Mass Entrepreneurship

Entrepreneurial Qualities

Friends

Confidence

Risk-taking

Alertness to

opportunityCreativityPassion

Global

competency Empathy

Resilience Growth mindset

Uniqueness/

diversity

Global Education Reform Movement

Standardization

Competition

Testing

Accountability

Schooling

Individual differences:


Cultural diversity

Passions

Prescribed

outcomes

Schooling

Side Effects

Why Didn’t China Have a

Big Party?

Shanghai, China

Singapore

Hong Kong,

China

South Korea

Taiwan

Finland

Liechtenstein

Switzerland

Japan

Canada

Shanghai, China

Finland

Hong Kong,

China

Singapore

Japan

South Korea

New Zealand

Canada

Estonia

Australia

Shanghai, China

South Korea

Finland

Hong Kong,

China

Singapore

Canada

New Zealand

Japan

Australia

Netherlands

Math Sciences Reading

2009 P

ISA

Resu

lts

http

://ww

w.o

ecd.o

rg/d

ata

oecd/5

4/1

2/4

6643496.p

df

Arne Duncan: “A wake-up call”

Barack Obama: “A Sputnik moment”

A Grattan Institute report, to be released today, shows Australian

performance has slipped since 2000, with maths students now more

than two years behind children in Shanghai and one to two years

behind children in Hong Kong, Singapore and South Korea.

--Sydney Morning Herald, 02-17-2012http://www.smh.com.au/national/education/australian-students-lag-asia-by-three-years-20120216-1tbt8.html#ixzz1me2MH9mL

We've become a nation of wusses. The Chinese are kicking our butt

in everything. If this was in China do you think the Chinese would

have called off the game? People would have been marching down

to the stadium. They would have walked and they would have been

doing calculus on the way down…

--Former Pennsylvania Governor Ed Rendell on the rescheduling of an NFL game, 2010http://voices.washingtonpost.com/44/2010/12/ed-rendell-were-a-nation-of-wu.html

I am happy to confess I’d like us to implement a cultural revolution

just like the one they’ve had in China…Like Chairman Mao,

we’ve embarked on a Long March to reform our education

system.

--Michael Gove, British Secretary of State for Educationhttp://www.telegraph.co.uk/education/8227535/Michael-Gove-my-revolution-for-culture-in-classroom.html

Wen Jiabao: “China must have entrepreneurs like Steve Jobs”

Qian Xuesheng: “Why doesn’t China have great talents?”

Kai-fu Lee: The next Apple or Google will appear, but not in

China…unless it abolishes its education.

Europe 14,525 filings

U.S.A. 14,399 filings

Japan 13,446 filings

China 473 filings

U.S.A. 400,769 filings

Japan 502,054 filings

China 203,481 filings

In 2010 China accounted for

20% of the world's population

9% of the world's GDP

12% of the world's R&D expenditure

1% of the patent filings with or patents granted by any of the

leading patent offices outside China.

50 % of the China-origin patents were granted to

subsidiaries of foreign multinationals

Real Dragon or Paper Tiger: Patent filings in 2008

Source: Chinese Innovation is a Paper Tiger

http://online.wsj.com/article/SB10001424053111904800304576472034085730262.html?mod=googlenews_wsj

Steve Wozniak: Apple couldn’t emerge in societies like Singapore where ‘bad

behavior is not tolerated’ and people are not taught to think for themselves.

Alexis Ong: Wozniak’s comments are really a scathing indictment of the

Singapore education system, its strictly regimented curriculum and by-rote study

techniques that sustain the city’s “formal culture.”

Why Aren’t the Model

Minority Happy?

http://nces.ed.gov/pubs2012/2012026/tables/table_12b.asp

Asian Americans

•5% of the US population

•15 to 25% of Ivy League enrollment

•24% at Stanford

•46% at UC Berkeley

•64 percent of Asians versus 52 percent for Caucasians want

to hold top positions

•2% of total 5,520 board seats of the Fortune 500 (98 of them

have Asians on their board)

http://www.worklifepolicy.org/documents/TopAsianTalent_PressRelease_7.20.11.

pdfhttp://aapress.com/business/report-only-96-asians-hold-fortune-500-board-seats/

Why Is the U.S. Still Here?

Inside photos

showed Alexei

doing complicated

experiments in

physics and

chemistry and

reading aloud from

Sister Carrie.

Stephen, by

contrast, retreated

from a geometry

problem on the

blackboard and

the caption

advised, "Stephen

amused class with

wisecracks about

his ineptitude."

Seated at a

typewriter in typing

class, Stephen

tells us "I type

about one word a

minute."

1958

Alexei vs Stephen: Curriculum and Time

A Long History of Bad Test-takers

• 1960s–FIMS: 12th out of 12 countries

–FISS: 14th out of 18 countries

• 1970s/1980s–SIMS: 12, 14, 12, 12out of 15 (number systems, algebra, geometry, calculus)

–SISS: 14th (biology), 12th (chemistry), 10th (physics) out of 14

• 1990s—2007: TIMSS (8th graders)–28th out of 42 in 1995

–15th in 2003

–9th in 2007

…America still has the largest, most prosperous economy in the

world. (Applause.) No workers -- no workers are more productive

than ours. No country has more successful companies, or grants

more patents to inventors and entrepreneurs. We’re the home to

the world’s best colleges and universities, where more students

come to study than any place on Earth.

--President Obama, 2011 State of the Union Address

The First International Mathematics Study

(FIMS)

• Year data collected: 1964

• Target Population: 13 year olds

• Participating Countries: Australia, Belgium,

England, Finland, France, Germany (FRG),

Israel, Japan, Netherlands, Scotland,

Sweden, United States.

• US finished second to last (Sweden)

Jefferson told us where to look to

see if a nation is a success.

He did not say to look at test scores.

Instead, he said to look

at “life, liberty, and the pursuit of

happiness.”--Keith Baker (2007)

40 years later: Wealth

FIMS scores in 1964 correlate at r = -

0.48 with 2002 PPP-GDP. In short, the

higher a nation’s test score 40 years ago,

the worse its economic performance on this

measure of national wealth.

40 years later: Rate of Growth

The nations that scored better than the U.S. in 1964

had an average economic growth rate for the decade 1992-

2002 of 2.5%; the growth rate for the U.S. during that

decade was 3.3%. The average economic growth rate for

the decade 1992-2002 correlates with FIMS at r = -0.24.

Like the generation of wealth, the rate of

economic growth for nations improved as test

scores dropped.

40 years later: Productivity

There is no relationship between FIMS

scores and hourly output, r = -.03. In 2004, the

average hourly output of those nations that

outscored the U.S. in 1964 was 3.4% lower than

U.S. productivity, though the three nations with

higher hourly output all had higher test scores than

the U.S.

40 years later: Quality of Life

The average rank on the Quality of Life Index for

nations that scored above the U.S. on FIMS was 10.8. The

U.S. ranked seventh (lower numbers are better). FIMS

scores correlated with Quality of Life at r = -

0.57.

40 years later: Democracy

On the Economy Intelligence Unit’s Index of

Democracy, those nations that scored below

the median on FIMS have a higher average

rank on achieving democracy (9.8) than do

the nations that scored above the median

(18). Once again, the U.S. scored higher on

attaining democracy than did nations with higher

1964 test scores.

40 years later: Livability

An alternative to the Quality of Life Index, the

Most Livable Countries Index, shows that six of

the nine countries that scored higher on

FIMS than the U.S. are worse places to

live. Livability correlates with FIMS scores at r = -

.49.

40 years later: Creativity

The number of patents issued in 2004 is one indicator of how creative the generation of students tested

in 1964 turned out to be. The average number of patents per million people for the nations with FIMS scores higher than the U.S. is 127. America clobbered the world on creativity, with 326 patents per million people. However, FIMS scores do correlate with the number of patents issued: r = .13 with the U.S. and r= .49 without the U.S.

Baker, Keith (2007).Are International Tests Worth

Anything? Kappan, October, 2007

Possible Explanations

Schooling



Cultural diversity


Employable

skills

Test scores

Asian Countries

USA

2003 TIMSS Results

Confidence

USA

Asian Countries

2003 TIMSS Results

Responses to “I usually do well in Math”

Country Math Scores Confidence (%) Value Math (%)

Korea 613 03 (11) 14

Singapore 611 14 (21) 43

Chinese Taipei609 07 (20) 13

Hong Kong 586 07 (24) 26

Japan 570 02 (09) 13

United States 509 24 (40) 51

England 507 16 (33) 48

Australia 505 17 (38) 46

TIMSS 2011 Math Scores vs. Confidence of Select Countries

Correlations between TIMSS Math Score and Confidence and

Enjoyment

Tom Loveless (2006): How Well Are American Students Learninghttp://www.brookings.edu/~/media/Files/rc/reports/2006/10education_loveless/10education_loveless.pdf

But when asked about their personal interest in different areas and aspects

of science, Finnish students expressed less interest than their peers in

most of the other OECD countries. Across the countries, the correlation

between students’ attitudes and attainment was negative, with students

from relatively low-performing countries expressing highest interest.

Finnish students’ relative lack of interest in science can be seen as a

serious warning for the future of Finnish economy. This apparent lack of

interest was further evidenced by Finnish students’ low reported interest in

special science-related pastimes and their relative disinterest in pursuing

science-related careers.

http://www.pisa2006.helsinki.fi/finland_pisa/results/2006/2006_student_attitudes_to_science.htm

The simplest and possibly most surprising finding is that

many countries with the highest mean PISA science score

were at the bottom of the list of students’ interest in science

(Bybee & McRae, 2011). Finland and Japan are prime

examples: at the top on PISA science score, and at the very

bottom on constructs like “interest in science”, “future-

oriented motivation to learn science” as well as on “future

science job”, i.e. inclination to see themselves as scientists

in future studies and careers. In fact, the PISA science

score correlates negatively with Future science orientation

(r = -0.83) and with Future science job (r = -0.53) (Kj.rnsli &

Lie, 2011).

Sjøberg, S. (2012). PISA: Politics, fundamental problems and intriguing results, La Revue,

Recherches en Education Numéro 14 - Septembre 2012. http://folk.uio.no/sveinsj/

It is a miracle that curiosity survives

formal education.

--Albert Einstein

PISA Reading PISA Math PISA Sciences

Perceived Capabilities -.595** -.586** -.608**

Nascent Entre Rate -.693** -.636** -.678**

New Biz Ownsp Rate -.371* -.374* -.392*

Total Early Stage Entre

Activity-.658** -.620** -.658**

Correlations between PISA and Entrepreneurship Indicators

Data source: OECD PISA 2010, Global Entrepreneurship Monitor, 2010

Lady Gaga

If you judge a fish by its ability to climb

a tree, it will live its whole life believing

that it is stupid.

--Albert Einstein

In our travels to China it was everywhere, that laser-focus

on education…This public school in Shanghai where the

children are two years old. By three they are in school from

8 until 4, already learning phrases in English…On average

Chinese students attend schools 41 more days than

American students a year and with extra lessons on the

weekend, Chinese students receive 30% more hours of

instruction.

--ABC World News with Diane Sawyer, 2010http://abcnews.go.com/Politics/china-debuts-top-international-education-rankings/story?id=12336108#.Tz5va0xU2Fc

…what they learn and how they learn are subjects of

constant debate. Critics see young people as being

“fed” learning because they are seldom left on their

own to learn in a way of their choice. They have little

direct encounters with nature, for example, and little

experience with society either. While they have

learned a lot, they may not have learned how to learn. --OECD, 2011 http://dx.doi.org/10.1787/9789264096660-en

The Difference between a $10,000

Education and a $10 Education

Schooling



Cultural diversity


Employable

skills

How to become the best sausage machine?

•Demand everyone to be the same

•Rank them

•Reward and punish accordingly

•So they can lose Interest, Confidence, Curiosity

•And don't give them time to play and explore

Schooling



Cultural diversity


Employable

skills

Public provision

Public funding

Separation of church & state

, creativity

Traditional Virtues of American EducationGoldin, C. & Katz, L. (2008) The Race between Education and Technology.

Cambridge, MA: Harvard University Press.

Local control, decentralized

Open and forgiving

Gender neutral

, creativity

New Paradigm

SchoolingIndividual differences


Cultural diversity


Enhanced

Human Talents

Entrepreneurship-oriented Education

Personal Global Learning

Academy

Personalized and strength-based

educational experiences:

Summerhill School

Austin’s Butterfly…

Product-oriented Learning: Multiple

revisions, sustained and disciplined

process, peer reviews

High Tech High

The Chicken Project

The Globalized Campus: Partners,

Customers, and Investors:

Oxford and Cherwell School

Actions we could take:

Fixing the ship or building a new ship

Some experiments

OBA

http://obaworld.net

Global Education Leadership


Cultural intelligence

Language competency

Asia as competitor

Asia as workforce

Asia as consumers

Asia as partners

Asia as excuse

GECS

Globally competent

Entrepreneurial

Creative

Students

De-nationalize mindset

Diversifying not homogenizing


@YongZhaoEd

Email: [email protected]

zhaolearning - Connecticut Association of Boards of Education … · 2015-11-30 · • Youth...

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