In the latest 2009 PISA assessment, the Shanghai education system, which was evaluated for the first time, stunned the world by coming up tops in all three categories. It topped Singapore in maths, South Korea in reading and Finland in science out of the 65 countries surveyed.
More than one-quarter of Shanghai’s 15-year-olds demonstrated advanced mathematical thinking skills to solve complex problems, compared to an OECD average of just 3%. “Large fractions of these students demonstrate their ability to extrapolate from what they know and apply their knowledge very creatively in novel situations,” said Schleicher, breaking the myth of a Chinese education system focused on rote-learning.
Significantly, too, of the top five performers, four are Asian countries or economies – Shanghai, South Korea, Hong Kong and Singapore. Finland is third. Other countries making up the top 10 are Canada, New Zealand, Japan, Australia and Belgium.
What is hopeful about the Pisa assessment is that it provides evidence that change is possible. In his report, Schleicher concluded that the best school systems became great after undergoing a series of crucial changes. They made their teacher-training colleges much more rigorous; they prioritise developing high-quality principals and teachers above efforts like reducing class size or equipping sports teams; and they held teachers accountable for results while allowing creativity in their methods.
There are also gratifying findings about equity in education. The successful education systems are those that devoted equal or more resources to the schools with the poorest kids. There is little difference found in the performance of students from private schools and those from public schools, once socioeconomic differences have been factored out. It found that cooperation between schools and between teachers lead to better learning outcomes than aggressive competition. Trapping the most disadvantaged students in the least successful schools exacerbate social inequality and negatively impact a nation’s overall performance.
What is also interesting is that the top performing countries have contrasting approaches to education. While the Asian countries emphasise academic hot-housing and tests, Finland in contrast adopts a progressive approach. There are no standardised national tests, no streaming or ability grouping. Teachers are trained to assess children in classrooms using independent tests they create themselves.
The main driver of Finnish education policy that has brought it success today is the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location, says Pasi Sahlberg, the Finnish education expert. Education is regarded as an instrument to even out social inequality – an approach Malaysian policy makers should really be familiar with.
Finland offers all pupils free school meals, easy access to health care, psychological counselling, early access to special education, and individualised student guidance. What Finland has shown is that a shift from an elitist and socially divided education system into an equitable public education system has produced top rate performance from students across all backgrounds.
While Finland’s approach differ from the top Asian countries, what they have in common is this: priority on quality teachers and school leaders. They depend on expert, experienced teachers and on excellent teacher training. They pay their teachers well and teaching remains respected and prestigious. Finland recruits from the top 10% of its university graduates into teacher training. Every teacher has a Masters degree and teacher training programmes are among the most selective professional schools in the country.
Interestingly, too, the finding in Shanghai shows that its high performance is also due to a “sea change in pedagogy”. From an emphasis on rote learning, the new school slogan today is: “To every question there should be more than a single answer.” Something I am afraid that Malaysian officialdom remains unfamiliar with.
In the age of Google where facts can be found at the click of a mouse, Chinese students today learn how to learn, rather than how to memorise, thus developing minds that are more adept at learning how to solve complex problems, rather than regurgitate facts.
The headline of this article is "The Learning Tower of Pisa" – very clever. But even more importantly, what drew my attention to it is the objectives of this survey and its findings. It seems that many the most successful economies realise the truth of the quote from PISA head Andreas Schleicher which is the headline of this post. When will the morons in charge of education in Malaysia learn this?