ANALYSIS
A report produced by the Economist Intelligence Unit (EIU), titled “The Learning Curve”, (Pearson, 2012) created a list of criteria that defined the various elements required in order for an education system to be successful. Some of the criteria focused on literacy rates, standardized test scores, and graduation rates. This criterion was used by EIU to rank the education systems around the world. Based on the findings of the EIU research study, Hong Kong ranked third of the education systems in the world. The United States was a part of this same research study, and the education system was analyzed based on the exact same criterion that was used to assess all of the other education systems in the world, however, the United States was ranked 17th on the list of effective global education.(International Business Times, 2012).
The question that arises might be, what is Hong Kong doing within their education system that can be emulated within the education system of the United States? The report critically analyzed the actions of some of the countries that topped the list. Researchers found that the funding put into the education system was not a major factor in the success of these top systems. Instead, it was the culture’s view of education that was a vital piece in the puzzle of success.
“The Learning Curve” (Pearson, 2012), suggests five key considerations for education policymakers, three of which may benefit the education system in the United States. One of the considerations, and possibly the most important, is the societal value placed on education. As stated earlier, education in some countries is a mere privilege. Many around the world yearn for knowledge, but are persecuted and even killed if they are caught trying to obtain it. What kind of value does the United States place on education? As a society, are we placing the necessary emphasis of the power of knowledge and education on our nation’s children? As future teachers, these questions should awaken and refresh our perception of what we must do to appeal to our students, and create a learning environment where they are not only encouraged but also challenged and interested.
Another element to Hong Kong’s success that may fair well if adapted in the United States is the idea that education should be given with the future in mind. Preparing students for the kind of world that they will be entering upon graduation is a vital part of a student’s academic success, as well as the country’s economic success. The Pearson Learning Curve report (2012) describes the tendency for other countries to teach students the skills that they will need depending on their desired work field. Their education is specific and does not rely on the past to prepare students for the future. If the United States incorporates this idea in to their education system, it would work to benefit students when they enter the real world. We must remember that our world is constantly changing and as a result, we must prepare our students for the change.
Respect given to the educator, is an element that the United States education system is slowly inching towards. Educators are the key players in the field of education. As stated by Pearson’s “The Learning Curve” report, “Good teachers are essential to high-quality education.” (2012). What is the definition of a good teacher? Many may agree to disagree in their response to that question. The United States is currently in the process of figuring out and classifying what makes a “good teacher” and how more of these kinds of teachers can be used to give students the quality education that they deserve. The report also states, “…teachers need to be treated as the valuable professionals they are, not as technicians in a huge, educational machine.” (2012). Students are not the only people in the education system that are in need of encouragement and reassurance, teachers need that too. Giving teachers the positive reinforcement that they need to teach their students to love learning, take responsible risks and ask complex questions will only benefit the United States education system.
Those are three elements that both the Hong Kong and United States’ education systems can share. However, there is one element in particular that Hong Kong and the United States share that we feel may not work in either education system. Placing an emphasis on tests and test scores is an element that does not always work. Hong Kong’s Higher Education reveals, “many still regard testing as a necessary component of one’s academic life” (2012). A test score should not be the only indicator of a students’ academic success. There are many factors that interrupt the reliability of a test score. These factors derive from the student themselves, the teacher, and even the student’s family or life outside of school. Therefore, a student’s ability should be assessed in a variety of ways, so that they can display their understanding from their own point of view. Not all students acquire knowledge in the same manner, so assessing their knowledge should not be the same either.
In comparing and contrasting both the education system of the United States and Hong Kong’s, it becomes evident that an education system’ genetic make-up relies upon the cultural and societal etiquettes, beliefs, and values. Along with those cultural values comes the element of what works and does not work for that country in particular. However, in the end, and regardless of the country, a child’s academic success rests on the shoulders of educators and all that play a role in the school system. It is our job to ensure that we prepare the student’s for the lives they will lead once they leave that education system and step into the real world.
The question that arises might be, what is Hong Kong doing within their education system that can be emulated within the education system of the United States? The report critically analyzed the actions of some of the countries that topped the list. Researchers found that the funding put into the education system was not a major factor in the success of these top systems. Instead, it was the culture’s view of education that was a vital piece in the puzzle of success.
“The Learning Curve” (Pearson, 2012), suggests five key considerations for education policymakers, three of which may benefit the education system in the United States. One of the considerations, and possibly the most important, is the societal value placed on education. As stated earlier, education in some countries is a mere privilege. Many around the world yearn for knowledge, but are persecuted and even killed if they are caught trying to obtain it. What kind of value does the United States place on education? As a society, are we placing the necessary emphasis of the power of knowledge and education on our nation’s children? As future teachers, these questions should awaken and refresh our perception of what we must do to appeal to our students, and create a learning environment where they are not only encouraged but also challenged and interested.
Another element to Hong Kong’s success that may fair well if adapted in the United States is the idea that education should be given with the future in mind. Preparing students for the kind of world that they will be entering upon graduation is a vital part of a student’s academic success, as well as the country’s economic success. The Pearson Learning Curve report (2012) describes the tendency for other countries to teach students the skills that they will need depending on their desired work field. Their education is specific and does not rely on the past to prepare students for the future. If the United States incorporates this idea in to their education system, it would work to benefit students when they enter the real world. We must remember that our world is constantly changing and as a result, we must prepare our students for the change.
Respect given to the educator, is an element that the United States education system is slowly inching towards. Educators are the key players in the field of education. As stated by Pearson’s “The Learning Curve” report, “Good teachers are essential to high-quality education.” (2012). What is the definition of a good teacher? Many may agree to disagree in their response to that question. The United States is currently in the process of figuring out and classifying what makes a “good teacher” and how more of these kinds of teachers can be used to give students the quality education that they deserve. The report also states, “…teachers need to be treated as the valuable professionals they are, not as technicians in a huge, educational machine.” (2012). Students are not the only people in the education system that are in need of encouragement and reassurance, teachers need that too. Giving teachers the positive reinforcement that they need to teach their students to love learning, take responsible risks and ask complex questions will only benefit the United States education system.
Those are three elements that both the Hong Kong and United States’ education systems can share. However, there is one element in particular that Hong Kong and the United States share that we feel may not work in either education system. Placing an emphasis on tests and test scores is an element that does not always work. Hong Kong’s Higher Education reveals, “many still regard testing as a necessary component of one’s academic life” (2012). A test score should not be the only indicator of a students’ academic success. There are many factors that interrupt the reliability of a test score. These factors derive from the student themselves, the teacher, and even the student’s family or life outside of school. Therefore, a student’s ability should be assessed in a variety of ways, so that they can display their understanding from their own point of view. Not all students acquire knowledge in the same manner, so assessing their knowledge should not be the same either.
In comparing and contrasting both the education system of the United States and Hong Kong’s, it becomes evident that an education system’ genetic make-up relies upon the cultural and societal etiquettes, beliefs, and values. Along with those cultural values comes the element of what works and does not work for that country in particular. However, in the end, and regardless of the country, a child’s academic success rests on the shoulders of educators and all that play a role in the school system. It is our job to ensure that we prepare the student’s for the lives they will lead once they leave that education system and step into the real world.