Globalization and educational change Pasi Sahlberg University of Oulu February, 2008 Think How globalization affects education reforms? Think How globalization affects education reforms? 1. What are the common features in ongoing education reforms around the world? 2. What schools should do to respond effectively to futuremaking? Globalization and education reforms – Focus on generic competencies and universal knowledge (mathematics/science/literacy) – Harmonization of structures and qualifications – New educational opportunities (mobility) – Increased interaction and competition – Educational policy borrowing and lending due to emerged global education reform movement Global education reform movement Reform policy Deeper learning Description Shifting focus from rote learning to understanding and skills Attainment of basic skills in reading, writing and math are prime targets Standards are used to describe what all students should know and be able to do Centrally mandated curriculum ensures common and consistent coverage what every school should teach Indicators and benchmarks are related to school performance and student achievement that enable authorities to be clear whether set standards have been reached or not Assessments are directly linked to standards and are often used to determine the quality of schools School performance and teaching are closely tied to the process of inspection, promotion and in financing Impact on teaching Various teaching and learning methods are necessary in improving quality of learning More time is allocated to mastery and understanding of basics Expectations have to be communicated to students and made understandable Planning of teaching is done externally to the school and rely on specific materials Teaching focuses on set goals that are unified for all schools and students Literacy and numeracy Higher expectations Prescribed curriculum Indicators and benchmarks Aligned assessments Teaching tends to emphasize knowledge and skills needed to pass the test and exams Reduced creativity and risk-taking due to threat of failure in tests Consequential accountability Adopted from Hargreaves, A. et al, 2001. Learning to Change. San Francisco: Jossey Bass. Paradox of educational change Paradox of educational change It ain’t what you don’t know that gets you into trouble. It is what you know for sure that just ain’t so. - Mark Twain Globalization and educational change Education policies and reform principles Global education reform trends Alternative policies Focus on literacy and numeracy Externally prescribed clear standards Borrowing and lending pedagogical innovations Broader and deeper learning and creativity Flexibility with loose standards Pedagogical conservation in innovative learning environments Consequential accountability Intelligent accountability What to focus on? • Rethink the purpose of school • Humanity: Cultivate the habits of mind • Community: Expand interpersonal skills • Responsibility: Enhance will and skills to learn and lead the change Fear-free school Productive learning can only be created and maintained in places that are close to fear-free. Negative anxiety and fear downshift the mind, kill creativity and prevent risk-taking. This applies to both teachers and students. Think about climate change Plant a tree!
Pages to are hidden for
"Globalization and educational change"Please download to view full document