HOWARD HILL
LEADERSHIP FORUM

Education-related and prominent business leaders are serving on the U.S. Commission on the Skills of the American Workforce. This body has recommended changes in preK-12 school systems, including ending high school at the 10th grade for many students. Some students would finish 10th grade and then study for standardized academic exams. Based on interests, they might continue studying at two-year community or technical colleges or take moreˇ advanced tests for admission to senior-level colleges and universities. Hmm.

By the states not spending money on 11th- and 12th-graders, the commission feels that upward of $60 billion could go toward prekindergarten programs, higher teacher salaries and so forth. This body is not being unkind to preK-12 education in that numerous of its proposals have lingered on discussion tables for years. These new ideas are designed to have a greater percentage of U.S. students fare better on examinations when comparisons with other advanced industrial nations are being made, particularly in math and science. Former South Carolina governor and U.S. Department of Education Secretary Richard Riley serves on the commission.

U.S. educators and business leaders usually look from within, or possibly to Europe and Japan, when forging ideas for emulative education reform. But quite relevant and meaningful ideas about school organization, teacher efficacy, student achievement, a national curriculum, professional development schools, etc., might exist inˇ China. Vivien Stewart wrote a piece in the March 22, 2006, issue of Education Week titled “China’s Modernization Plan: What U.S. Education Leaders Can Learn” that provides strong insights. Here are excerpts from it:

1. China is a highly organized society relative to educational matters. The focus of education in the country is to provide what is best for the country as a whole, not necessarily to promote all that its provinces or municipalities might desire educationally.

2. A world-class education is provided the “top” high school students. Approximately 40 percent of Chinese students go to upper-secondary schools beyond the nine years of compulsory schooling. Educational opportunities in various formats exist for other students.

3. The country maintains an intensive focus on math and science curricula. Clear “national” standards and textbooks are on mastery of a “few” fundamental concepts. Proficiency in English is a measured academic outcome, with study of the language beginning in third grade

4. A coherent teacher-development system is in place. Once strong-content teachers are hired, organized professional development schools, directed by master teachers, await them.

5. Chinese families demonstrate a cultural commitment to education, and they certainly embrace a deep respect for national education, history and culture.ˇ Students understand the need to honor their families through their academic achievements. And all things considered, they desire to gear up for opportunities that are open to those with solid educational foundations.

Chinese education is making monumental strides at all levels, and the country is sparing no expense in addressing weaknesses therein. The extent to which Chinese-based educational practices will beˇ major influences on preK-12 school systems in the United States will be known in time.

Columnist Howard D. Hill, Ph.D., may be reached at educationconsultant@sc.rr.com.

You must be logged in to comment.