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The print-out of the comprehension practice (on the topic of education) has been collected. Work on the short-answer questions, to be reviewed next week. (The summary and AQ are optional, but you may also want to work on planning those as well.) The softcopy file is up on Dropbox, for your reference.

Monday’s lesson will be, as stated just now, a six-cornered debate, where each group will argue that the educational system they represent is the best. Individually, all should think about this in terms of criteria: by what standards would you judge an educational system to be good or bad, and which standards would be more important? Consider the various issues that we have looked at or mentioned: from the standard ranking criteria at various levels, to the ‘products’ of the educational system, through to the less quantifiable standards such as creativity, autonomy and equality.

Based on this, each group should attempt to focus on the criteria which their particular educational system is the strongest in, and accordingly also argue that that criteria is the most appropriate. (What is/should be the purpose of an educational system?)

The groupings are as follows:

Group 1 (Singapore): Desiree, Debbie, Tsaqif, Qin-Liang
Group 2 (USA): Melissa, Nadia, Zi Liang, Shane
Group 3 (South Korea): Jia Hui, Yu Kun, Elijah, Edwin
Group 4 (Finland): Valerie, Judy, Elson, Zhengyi
Group 5 (China): Chloe, Zoey, Darren, Hubert
Group 6 (UK): Lynn, Laili, Hui Jun, Daniel


Some useful international studies:

School systems
Center on International Education Benchmarking

The Learning Curve – Pearson-EIU
PISA
TIMSS

University rankings
Times Higher Education Rankings
QS Top Universities Rankings
Shanghai Jiao Tong University ARWU
Edit: additional ranking by companies on the employability of graduates

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