wb singapore-africa, jun 22, 2006. education for tomorrow challenges of the post-industrial society...

WB Singapore-Africa, Jun 22, 2006WB Singapore-Africa, Jun 22, 2006

Education for TomorrowEducation for TomorrowChallenges of the Post-industrial Challenges of the Post-industrial

SocietySociety

Kai-ming ChengKai-ming ChengUniversity of Hong KongUniversity of Hong Kong

World Bank African Study TourWorld Bank African Study Tour

SingaporeSingaporeJune 22, 2006June 22, 2006

Starting with Hong Kong …Starting with Hong Kong …

( … but where is Hong Kong?)( … but where is Hong Kong?)

Hong Kong...Hong Kong...

• ““One country, two systems”One country, two systems”

• Population 7.2MPopulation 7.2M

• Area 1,000 kmArea 1,000 km22

• GDP $37,400 p.c. (PPP) (9GDP $37,400 p.c. (PPP) (9thth))

• GDP 88% in service sectorGDP 88% in service sector

(82% employment)(82% employment)

Hong Kong...Hong Kong...

EducationEducation

• Primary & Secondary universalPrimary & Secondary universal

• 68% higher education68% higher education (Korea, Taiwan oversupply)(Korea, Taiwan oversupply) (Japan nearly oversupply)(Japan nearly oversupply)

How are HK’s education How are HK’s education achievementsachievements

faired in the international arena?faired in the international arena?

Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Fig. 2.5, p.76

Mean Reading Literacy of 15-year-oldsMean Reading Literacy of 15-year-olds

325

350

375

400

425

450

475

500

525

550

575

600

Mean Mathematical Literacy of 15-year-oldsMean Mathematical Literacy of 15-year-olds

275

300

325

350

375

400

425

450

475

500

525

550

575


Mean scientific literacy of 15-year-olds: AllMean scientific literacy of 15-year-olds: All

325

350

375

400

425

450

475

500

525

550

575


% at each reading proficiency level% at each reading proficiency level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Level 3

Level 2

Level 1

Below Level 1

Level 4

Level 5

Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Table 2.1a, p.274

Then, Hong Kong’s education Then, Hong Kong’s education

should be perfectly all right …should be perfectly all right …

However …However …

Unemployment Trends Unemployment Trends

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

1999 2000 2001 2002 2003 2004 2005

Unemployment

Underemployment

Hong Kong: As it is!Hong Kong: As it is!

19% (15-19 yr-olds) double-19% (15-19 yr-olds) double-disengageddisengaged

100K (40s-50s) newly unemployed100K (40s-50s) newly unemployed

QuestionsQuestions

Isn’t it true that EFA promises a good Isn’t it true that EFA promises a good society?society?

Is this unique to Hong Kong, which is Is this unique to Hong Kong, which is after all a small city?after all a small city?

Is there any significance to other Is there any significance to other parts of China, particularly those less parts of China, particularly those less developed?developed?

The Hong Kong case begs a question:The Hong Kong case begs a question:

Education for All!Education for All!

but for What?but for What?

Change in society & workplaceChange in society & workplace

Hong Kong …Hong Kong …

Around 291,000 registered companies (June 2005)Around 291,000 registered companies (June 2005)

9999 ％％ under 100 (SME) under 100 (SME) 69% of employees69% of employees

94% under 2094% under 20 40% of employees40% of employees

8686 ％％ under 10under 10 33% of employees33% of employees

Hong Kong …Hong Kong …

Free-lancers 220,000 Free-lancers 220,000 estimated

vis-à-vis 2,200,000 in registered companies

The United StatesThe United States Business Enterprises

• 98 ％ under 100• 86 ％ under 20

National Bureau of Economic Research, 2002

Project Groups/Task Forces

Small Enterprises

Free-lancers

The Civil Service (Traditional)

Post-industrial: Post-industrial: WorkplaceWorkplace

Why have work units Why have work units

become smaller?become smaller?

Mobile phonesMobile phones

CEO of Samsung:CEO of Samsung:

““We are not producing telephones.We are not producing telephones.

We are producing fashion!”We are producing fashion!”

Cantonese CuisineCantonese CuisineChaozhou CuisineChaozhou Cuisine

Peking CuisinePeking CuisineOther Chinese CuisinesOther Chinese Cuisines

MisoMiso, Kiko, Kikom.a.x. concepts: mezz, EXP, café Landmark, thai m.a.x. concepts: mezz, EXP, café Landmark, thai

basil, can.teen, little basil, the basil, basil, can.teen, little basil, the basil, fresh basil, rice paper, fresh basil, rice paper,

Café Express, Deli and Wine, Curtain Up, Café Express, Deli and Wine, Curtain Up, Concerto Bar & Cafe Concerto Bar & Cafe

Starbucks CoffeeStarbucks Coffee

Over 320 shops

Restaurants: Restaurants: Maxim’sMaxim’s

G2000 G2000 (fashion retail)(fashion retail)

Michael Tien:Michael Tien:

““When it works, It’s obsolete!”When it works, It’s obsolete!”

““Customers don’t know what they Customers don’t know what they want!”want!”

Industrial: Scale ProductionIndustrial: Scale Production

Post-Industrial: Customized Post-Industrial: Customized ProductsProducts

Products & ServicesProducts & Services•CustomisedCustomised rather than uniformrather than uniform

BenchmarkBenchmark•QualityQuality rather than scalerather than scale

Market & CustomersMarket & Customers•UnpredictableUnpredictable rather than stable rather than stable

Three examplesThree examples

of the workplace ….of the workplace ….

Example I: ManufacturingExample I: Manufacturing

DesignDesign Production Production

ThenThen

NowNow

Example II: InsuranceExample II: Insurance

Traditional: sales of policies

Examples II: InsuranceExamples II: Insurance

Agents: customised policies

Example II: InsuranceExample II: Insurance

Brokers: personalised services

Example III: Investment Example III: Investment BanksBanks

Client

TASK TASK FORCEFORCE

Project Groups

Task Forces

Production Teams

Client Groups

“Accounts”

Deal Team

Post-industrial: Large Post-industrial: Large OrganisationsOrganisations

Task ForceTask Force

Post-industrial: SMEsPost-industrial: SMEs

Function of SME/Task ForcesFunction of SME/Task Forces

Client-oriented Client-oriented rather than department rather than department centredcentred

Total solutions Total solutions rather than divided servicesrather than divided services

Target-specific rather than expertise-Target-specific rather than expertise-basedbased

The changes are fundamental …The changes are fundamental …

Industrial Society: the Industrial Society: the PyramidPyramid

Industrial InstitutionsIndustrial Institutions

Operatives

Craftsmen

Technicians

Engineers Degrees

Diplomas

Basic Education

Vocational

Training

OrganisationsOrganisations

IndustrialIndustrial Large pyramidsLarge pyramids Producer-centredProducer-centred DepartmentsDepartments HierarchyHierarchy Tight structureTight structure Design at the topDesign at the top Assigned Assigned

proceduresprocedures Rules & regulationsRules & regulations

Post-industrialPost-industrial Small companiesSmall companies Client-centredClient-centred Project teamsProject teams Flat organisationsFlat organisations Loose & fluid Loose & fluid

systemssystems Design at front-linesDesign at front-lines Improvised actionsImprovised actions Fit-for-purpose actsFit-for-purpose acts

Working ModesWorking Modes

IndustrialIndustrial Division of labourDivision of labour Individual tasksIndividual tasks Specialist dutiesSpecialist duties Administrative linksAdministrative links Credential-based Credential-based

appointmentsappointments Appraisal by seniorsAppraisal by seniors

Post-industrialPost-industrial Total solutionsTotal solutions Team workTeam work Integrated expertiseIntegrated expertise Human interactionsHuman interactions On-demand, just-in-On-demand, just-in-

time learningtime learning 36036000 appraisal appraisal

Individual LivesIndividual LivesIndustrialIndustrial Lifelong careerLifelong career Long-term loyaltyLong-term loyalty Occupational identityOccupational identity Work-study consistencyWork-study consistency Org membershipOrg membership Stable employmentStable employment Escalating salariesEscalating salaries Upward mobilityUpward mobility Foreseeable retirement Foreseeable retirement Constant networksConstant networks Stable relations Stable relations Security, certaintySecurity, certainty

Post-industrialPost-industrial Multiple careersMultiple careers Multiple jobsMultiple jobs Blurred identityBlurred identity Work-study mismatchWork-study mismatch Possible free-lancing Possible free-lancing

Frequent off-jobsFrequent off-jobs Precarious incomesPrecarious incomes Fluctuating statusFluctuating status Unpredictable futureUnpredictable future Varying networksVarying networks Changing partners Changing partners Insecurity, uncertaintyInsecurity, uncertainty

Work ActivitiesWork ActivitiesIndustrialIndustrial Paper workPaper work CircularsCirculars MinutesMinutes Documents Documents InstructionsInstructions Meetings Meetings …… ……

Post-industrialPost-industrial CommunicationsCommunications BrainstormingBrainstorming E-mailingE-mailing SMSSMS SeminarsSeminars Debates Debates ConferencingConferencing NegotiationNegotiation PresentationPresentation ConfrontationConfrontation LobbyingLobbying RetreatsRetreats

Expected abilitiesExpected abilities

IndustrialIndustrial Special skillsSpecial skills Planning & Planning &

implementationimplementation Navigating the Navigating the

bureaucracybureaucracy Following the Following the

heritage heritage

Post-industrialPost-industrial CommunicationsCommunications Team-workingTeam-working Human relationsHuman relations Problem-solvingProblem-solving Design & innovations Design & innovations Personal responsibilityPersonal responsibility Self-managementSelf-management Ethics, values, principlesEthics, values, principles

In particularIn particular

IndustrialIndustrial

• What have they learnt in the past?What have they learnt in the past?

Post-industrialPost-industrial

• How much are they able to learn in How much are they able to learn in the future?the future?

After all …After all …

IndustrialIndustrial analytic, regulated, analytic, regulated,

structured, clear-structured, clear-cut, uniform, cut, uniform, convergent, convergent, normative, neat, normative, neat, assertive and assertive and reducible to reducible to parametersparameters

Post-industrialPost-industrial holistic, flexible, holistic, flexible,

loose, fuzzy, loose, fuzzy, plural, divergent, plural, divergent, liberal, complex, liberal, complex, speculative and speculative and tolerant of tolerant of multiplex concepts multiplex concepts

Implications for Education …Implications for Education …

Implications for EducationImplications for Education

Three basic questions:Three basic questions:

Preparing young people for jobs?Preparing young people for jobs? Teaching them specific skills?Teaching them specific skills? Preparing for next level of education?Preparing for next level of education?

Implications for educationImplications for education

Preparing young people for jobs?Preparing young people for jobs?

Yes, for a livingYes, for a living But not for a changing future aheadBut not for a changing future ahead They have to be prepared beyond They have to be prepared beyond

jobs!jobs!

Hong KongHong Kong Department Heads of leading Department Heads of leading

department stores in 1960s and 1970sdepartment stores in 1960s and 1970s• Reengineering: English, National Reengineering: English, National

Language, TechnologiesLanguage, Technologies Sunk to second tier shopsSunk to second tier shops

• New demands againNew demands again Become domestic helpers for the Become domestic helpers for the

depriveddeprived


Teaching them specific skills?Teaching them specific skills?

Yes, on-demandYes, on-demand But not as the aim of “education”But not as the aim of “education” They need generic capacity for life!They need generic capacity for life!

Key competenciesKey competencies

Interacting in socially heterogeneous Interacting in socially heterogeneous groupsgroups

Acting autonomouslyActing autonomously Using tools purposively and interactivelyUsing tools purposively and interactively

OECD: The Definition and Selection of OECD: The Definition and Selection of Competencies: Theoretical and Conceptual Competencies: Theoretical and Conceptual

FoundationsFoundations Project (DeSeCo) Project (DeSeCo)

Key competencies Key competencies (OECD)(OECD)

Interacting in socially heterogeneous groupsInteracting in socially heterogeneous groups The ability to relate well to othersThe ability to relate well to others The ability to cooperateThe ability to cooperate The ability to manage and resolve conflictsThe ability to manage and resolve conflictsActing autonomouslyActing autonomously The ability to act within the “big picture”The ability to act within the “big picture” The ability to form and conduct life plans and The ability to form and conduct life plans and

personal projectspersonal projects The ability to defend and assert one’s rights, The ability to defend and assert one’s rights,

interests, limits, and needsinterests, limits, and needsUsing tools purposively and interactivelyUsing tools purposively and interactively The ability to use language, symbols, and text The ability to use language, symbols, and text The ability to use knowledge and information The ability to use knowledge and information The ability to use technologyThe ability to use technology

Curriculum as Subjects

Curriculum as KLAs

Diverse Learning ExperiencesDiverse Learning Experiences

ClassesClassesStudyStudyStudent Organisations, residence

Executives of Organisations

Internship, Placement, Mentorship

Design, Music, Drama, Sports

Community Services/NGO

Visits to Rural, Deprived Communities

International Exchange

ClassesClassesAcademicKnowledg

e

Alternative Learning

Leadership Learning

Workplace Learning

Creativity Learning

Learning to ServeLearning to CareLearning across Cultures

Diverse Learning ExperiencesDiverse Learning Experiences


Preparing for next level of education?Preparing for next level of education?

Yes, as a matter of survivalYes, as a matter of survival But depriving them lifelong But depriving them lifelong

preparationpreparation They have to develop attributes for They have to develop attributes for

life!life!

LiteracyLiteracy

NumeracyNumeracy

CreativityCreativity

Vertical Subjects Baseline Competence

Social/Moral DimensionSocial/Moral Dimension

Optimism about lifeOptimism about life Passion about naturePassion about nature Commitment to societyCommitment to society Commitment to nationCommitment to nation Perseverance amidst oddsPerseverance amidst odds Readiness to expand one’s capacityReadiness to expand one’s capacity Broad base experiences Broad base experiences Experience in organisingExperience in organising Appreciation of arts and musicAppreciation of arts and music Attitude of helping and caringAttitude of helping and caring Seriousness about the detailsSeriousness about the details …………

Lifelong attributesLifelong attributes

Eagerness to interact with peopleEagerness to interact with people Love for peaceLove for peace Sense of justiceSense of justice Consciousness of equityConsciousness of equity Awareness of the deprivedAwareness of the deprived Comfort with other culturesComfort with other cultures Basic understanding of sex and familyBasic understanding of sex and family Understanding and facing moral dilemmasUnderstanding and facing moral dilemmas Rudimentary analysis and synthesisRudimentary analysis and synthesis Belief in rationalityBelief in rationality Tolerance of diversity and pluralityTolerance of diversity and plurality …………


Many of these are achievable Many of these are achievable

only during the secondary years! only during the secondary years!

And most are independent of And most are independent of

the economic status of the nation!the economic status of the nation!


KG Primary Secondary Tertiary

““All these are perhaps true All these are perhaps true in your society, but are too in your society, but are too

remote to my society ….”remote to my society ….”

Well, …..Well, …..

After all …After all …

The core business of educationThe core business of education

is to prepare young people for a is to prepare young people for a changing future;changing future;

is not only about more scientists and is not only about more scientists and technologists;technologists;

is to liberate and empower them to is to liberate and empower them to create and master their own future!create and master their own future!

Trends …Trends … Education policy concerns:Education policy concerns:

1960-70s 1960-70s Systems:Systems: planningplanning 1980s1980s School:School: managementmanagement Since 990s Since 990s Students:Students: learninglearning

It is now the capacity of It is now the capacity of learninglearning

that counts above all!that counts above all!

Thank youThank you

Contact: Contact: [email protected]

Extra …Extra …

about learning …about learning …

LearningLearning

New understanding of LearningNew understanding of Learning Learning as Knowledge ConstructionLearning as Knowledge Construction Learning through ExperienceLearning through Experience Learning through ApplicationsLearning through Applications Learning from Co-learnersLearning from Co-learners Learning as ImprovementLearning as Improvement

LearningLearning

Corollaries about LearningCorollaries about Learning Learning takes place through Learning takes place through

meaningful human activitiesmeaningful human activities Understanding and application of Understanding and application of

knowledge are necessarily intertwinedknowledge are necessarily intertwined Everybody can learnEverybody can learn Individuals learn differentlyIndividuals learn differently Teachers’ role in scaffolding Teachers’ role in scaffolding

EndEnd