Prof. Kwanyoung KIM represents the International Cooperation and Research Center of Korea Education and Research Information Service (KERIS) with which the Bradesco Foundation has just partnered for Educational Games). He first exposed participants to the Korean Education Ministry projects through an institutional video showing the South Korean effort not only to integrate cutting-edge technologies into schools so as to lower the educational gap between rich and poor districts but also to promote learning by involving the students’ senses (“see, hear and feel”) and by moving the learning experience to places outside of the classroom- the so called u- learning (ubiquitous learning).

The presentation was delivered in Korean with constant reference to the data-loaded slides. Fortunately, those were in English (although translation was provided in Portuguese and English, my headset went mute after 5 minutes) and they showed the Education Reform initiatives expressed in three phases or Master Plans aimed at creating the technological infra-structure, educational environment and knowledge needed for its citizens to operate in the “global market”.

The figures showed a spectacular increase in the college enrollment ratio in the last 30 years (27,2% in 1980, 65% in 2000 and 82.8% in 2007), the country excelled in the Pisa assessment. However, paradoxically, in spite of all this, Prof. Kim pointed out that there has been a decrease in the satisfaction level of the students in education and an increase in the number of students who leave the country to study abroad: 10.498 in 2003; 16.446 in 2004 and 20.400 in 2005.

Sonia Handa, from India and head of Educomp Solutions, highlighted the enormous disparities in Indian education, the lack of infrastructure in rural areas, the lack of interest of children in rote learning, the teachers’ lack of technology skills and the government’s increased expenditure in education and alliances with the private sector. After referring to some of Prof David Hargreaves’ “Education in the 21st Century” concepts, Sonia introduced the Millenium School, one of the educational products her company developed and markets and how this has brought enthusiasm, motivation and creativity back to the classrooms where it is being used. I also found out they are the company behind WiZiQ, the online platform which some teachers have been using for presentations lately.

The meeting yesterday was more personal and the answers to the questions revealed a bit more of the presenter behind the slides/institution or product sold . Although there was no time for a more prolonged discussion on the different themes that emerged, I am sure that those who were there will remember Prof Kim’s 3 M’s , in English this time – Messenger, Method and Message; Prof Ishihara’s illustration of how teachers can encourage curiosity, development and potential of each student (example of the Egyptian students with hearing disabilities who excelled in Maths) and Sonia Handa’s impassioned (but debatable) statement that children become motivated to learn when they are given what they like and want – technology and games. She also mentioned her pleasant surprise at the warm spontaneity and informality of Brazilian participants.

Some photos on Flickr

I do make a quick comment here and there of what struck me as significative or important at particular moments but I am trying not to insert, at least at this time, my perception of the event as this is coloured by my own lenses of the world and open to discussion. I am totally aware, though, that my choice of words and how I have decided to inform you about this may also demonstrate this insight.

An aside – on the technology track now, it would be interesting if there were a tool which allowed for side annotations of these parallel trains of thought.

Well, enough of philosophy and let me get back to my homework and proceed with reporting on the two afternoon presentations.

Quick update some two hours later: now that I look at the post from outside, the blog does not seem the best layout either as it people would have to start reading it upside down or rather down upside to make sense of what I am referring to. I suppose normally people would report on this at one go…

Paula de Waal, from the University of Padua in Italy, questioned the validity of the criteria created by the OECD for International Student Assessment (Pisa) to measure the performance of students. She explained that the results are based on national averages and do not take into account the cultural context and the particularity of the educational systems of the different countries being evaluated. The Italian educational system, for instance, is decentralized, schools serve their local communities and are totally autonomous (though there is a common Government exam at the end of each cycle) and the curriculum develops according to the cultural needs of each region. The Italian model is unique in Europe as it is the only one that still follows the humanistic tradition and was not adapted to the industrial development (geared towards economic aims and values).  Middle/high schools focus mostly on languages, arts, a sound cultural background and concentrate on social inclusion and cohesion, inter-culturality and personalization, which may, in part,  explain the poor average results in science and mathematics obtained in the last Pisa survey and the huge disparity between the different regions.

Regionalization (adapting the educational/cultural content to each region) may be a good model for  Brazilian education so as to cope with the enormous differences in needs and development/professional disparity.

Professor Ishihara gave a quick historical statistic outline of the profound changes experienced by the Japanese society after the war and how this has impacted education. As most of the food is now imported and the manufacturing of products is being outsourced to China and India, there has been a dramatic growth in tertiary service. The latest reforms in the Japanese educational system have brought a crisis – the reforms are being criticized for having dampened interest–and national strength–in hard sciences and academic studies with its emphasis on creativity and yutori kyoiku (less pressure and relaxed style).

Statistics also show a growing lack of motivation and interest in studying. Poor results in the international achievement tests have triggered so much dissatisfaction and worry among parents and educators that many suggest a shift back to instructional and content based teaching. However, a recent survey, called “International Survey of Six Cities” and conducted by Benesse, showed some surprising results as to the attitudes and values of young school pupils (5th grade – between 10 and 11 year old) in six cities worldwide: Tokyo, Seoul, Beijing, Helsinki, London, and Washington DC.

Professor Ishihara points to constructionism as a means to engage children in learning and points to Lego, games and robotics to motivate them . He mentions the Kids on Campus (pdf file) initiative as an “optimal learning” environment. Without any doubt, learning by doing, experimenting and reflecting among experts, adults and learners of different ages and competencies reverses the traditional sage on the stage model and contributes to deeper learning, more collaboration and a healthier and more significant interaction.

(to be continued)