1. WB Singapore-Africa, Jun 22, 2006

2. Education for Tomorrow Challenges of the Post-industrial Society Kai-ming Cheng University of Hong Kong World Bank African Study Tour Singapore June 22, 2006

3.  Starting with Hong Kong … ( … but where is Hong Kong?)

5. Hong Kong... “ One country, two systems ”“ One country, two systems ” Population 7.2MPopulation 7.2M Area 1,000 km 2Area 1,000 km 2 GDP $37,400 p.c. (PPP) (9 th )GDP $37,400 p.c. (PPP) (9 th ) GDP 88% in service sectorGDP 88% in service sector (82% employment)

6. Hong Kong... Education Primary & Secondary universalPrimary & Secondary universal 68% higher education68% higher education  (Korea, Taiwan oversupply)  (Japan nearly oversupply)

7.  How are HK’s education achievements faired in the international arena? faired in the international arena?

8. Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Fig. 2.5, p.76 Mean Reading Literacy of 15-year-olds

9. Mean Mathematical Literacy of 15-year-olds Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Fig. 3.2, p.100

10. Mean scientific literacy of 15-year-olds: All Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Fig. 3.5, p.109

11. % at each reading proficiency level 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

12.  Then, Hong Kong’s education should be perfectly all right … However …

13. Unemployment Trends

14. Hong Kong: As it is!  19% (15-19 yr-olds) double-disengaged  100K (40s-50s) newly unemployed

15. Questions  Isn’t it true that EFA promises a good society?  Is this unique to Hong Kong, which is after all a small city?  Is there any significance to other parts of China, particularly those less developed?

16. The Hong Kong case begs a question: Education for All! but for What?

17.  Change in society & workplace

18. Hong Kong … Around 291,000 registered companies (June 2005)  99 ％ under 100 (SME)  69% of employees  94% under 20  40% of employees  86 ％ under 10  33% of employees

19. Hong Kong …  Free-lancers 220,000  Free-lancers 220,000 estimated vis-à-vis 2,200,000 in registered companies

20. The United States Business Enterprises 98 ％ under 100 86 ％ under 20 National Bureau of Economic Research, 2002

21. Project Groups/Task Forces Small Enterprises Free-lancers The Civil Service (Traditional) Post-industrial: Workplace

22.  Why have work units become smaller?

23.  Mobile phones CEO of Samsung: “ We are not producing telephones. We are producing fashion! ”

24. Cantonese Cuisine Chaozhou Cuisine Peking Cuisine Other Chinese Cuisines Miso, Miso, Kiko m.a.x. concepts: concepts: mezz, EXP, café Landmark, thai basil, can.teen, little basil, the basil, fresh basil, rice paper, Café Express, Deli and Wine, Wine, Curtain Up, Concerto Bar & Cafe Starbucks Coffee Over 320 shops Restaurants: Maxim’s

25.  G2000 (fashion retail) Michael Tien: “When it works, It’s obsolete!” “Customers don’t know what they want!”

26. Industrial: Scale Production

27. Post-Industrial: Customized Products

28.  Products & Services Customised rather than uniformCustomised rather than uniform  Benchmark Quality rather than scaleQuality rather than scale  Market & Customers Unpredictable rather than stableUnpredictable rather than stable

29.  Three examples of the workplace ….

30. Example I: Manufacturing Design Production Then Now

31. Example II: Insurance Traditional: sales of policies

32. Examples II: Insurance Agents: customised policies

33. Example II: Insurance Brokers: personalised services

34. Example III: Investment Banks Client TASK FORCE

37. Project Groups Task Forces Production Teams Client Groups “Accounts” Deal Team Post-industrial: Large Organisations

38. Task Force

39. Post-industrial: SMEs

40. Function of SME/Task Forces  Client-oriented rather than department centred  Total solutions rather than divided services  Target-specific rather than expertise- based

41.  The changes are fundamental …

42. Industrial Society: the Pyramid

43. Industrial Institutions Industrial Institutions Operatives Craftsmen Technicians EngineersDegrees Diplomas Basic Education Vocational Training

44. Organisations Industrial  Large pyramids  Producer-centred  Departments  Hierarchy  Tight structure  Design at the top  Assigned procedures  Rules & regulations Post-industrial  Small companies  Client-centred  Project teams  Flat organisations  Loose & fluid systems  Design at front-lines  Improvised actions  Fit-for-purpose acts

45. Working Modes Industrial  Division of labour  Individual tasks  Specialist duties  Administrative links  Credential-based appointments  Appraisal by seniors Post-industrial  Total solutions  Team work  Integrated expertise  Human interactions  On-demand, just-in- time learning  360 0 appraisal

46. Individual Lives Industrial  Lifelong career  Long-term loyalty  Occupational identity  Work-study consistency  Org membership  Stable employment  Escalating salaries  Upward mobility  Foreseeable retirement  Constant networks  Stable relations  Security, certainty Post-industrial  Multiple careers  Multiple jobs  Blurred identity  Work-study mismatch  Possible free-lancing  Frequent off-jobs  Precarious incomes  Fluctuating status  Unpredictable future  Varying networks  Changing partners  Insecurity, uncertainty

47. Work Activities Industrial  Paper work  Circulars  Minutes  Documents  Instructions  Meetings  …… Post-industrial  Communications  Brainstorming  E-mailing  SMS  Seminars  Debates  Conferencing  Negotiation  Presentation  Confrontation  Lobbying  Retreats

48. Expected abilities Industrial  Special skills  Planning & implementation  Navigating the bureaucracy  Following the heritage Post-industrial  Communications  Team-working  Human relations  Problem-solving  Design & innovations  Personal responsibility  Self-management  Ethics, values, principles

49. In particular  Industrial What have they learnt in the past?What have they learnt in the past?  Post-industrial How much are they able to learn in the future?How much are they able to learn in the future?

50. After all … Industrial  analytic,  analytic, regulated, structured, clear-cut, uniform, convergent, normative, neat, assertive and reducible to parameters Post-industrial  holistic,  holistic, flexible, loose, fuzzy, plural, divergent, liberal, complex, speculative and tolerant of multiplex concepts

51.  Implications for Education …

52. Implications for Education Three basic questions:  Preparing young people for jobs?  Teaching them specific skills?  Preparing for next level of education?

53. Implications for education  Preparing young people for jobs?  Yes, for a living  But not for a changing future ahead  They have to be prepared beyond jobs!

54. Hong Kong  Department Heads of leading department stores in 1960s and 1970s Reengineering: English, National Language, TechnologiesReengineering: English, National Language, Technologies  Sunk to second tier shops New demands againNew demands again  Become domestic helpers for the deprived

55. Implications for education  Teaching them specific skills?  Yes, on-demand  But not as the aim of “education”  They need generic capacity for life!

56. Key competencies  Interacting in socially heterogeneous groups  Acting autonomously  Using tools purposively and interactively OECD: The Definition and Selection of Competencies: Theoretical and Conceptual Foundations Project (DeSeCo)

57. Key competencies (OECD) Interacting in socially heterogeneous groups  The ability to relate well to others  The ability to cooperate  The ability to manage and resolve conflicts Acting autonomously  The ability to act within the “big picture”  The ability to form and conduct life plans and personal projects  The ability to defend and assert one’s rights, interests, limits, and needs Using tools purposively and interactively  The ability to use language, symbols, and text  The ability to use knowledge and information  The ability to use technology

58. Curriculum as Subjects

59. Curriculum as KLAs

60. Diverse Learning Experiences Classes Study Student Organisations, residence Executives of Organisations Internship, Placement, Mentorship Design, Music, Drama, Sports Community Services/NGO Visits to Rural, Deprived Communities International Exchange

61. Classes Academic Knowledge Alternative Learning Leadership Learning Workplace Learning Creativity Learning Learning to Serve Learning to Care Learning across Cultures Diverse Learning Experiences

62. Implications for education  Preparing for next level of education?  Yes, as a matter of survival  But depriving them lifelong preparation  They have to develop attributes for life!

63. Literacy Numeracy Creativity Vertical SubjectsBaseline Competence Social/Moral Dimension

64.  Optimism about life  Passion about nature  Commitment to society  Commitment to nation  Perseverance amidst odds  Readiness to expand one ’ s capacity  Broad base experiences  Experience in organising  Appreciation of arts and music  Attitude of helping and caring  Seriousness about the details  …… Lifelong attributes

65.  Eagerness to interact with people  Love for peace  Sense of justice  Consciousness of equity  Awareness of the deprived  Comfort with other cultures  Basic understanding of sex and family  Understanding and facing moral dilemmas  Rudimentary analysis and synthesis  Belief in rationality  Tolerance of diversity and plurality  …… Lifelong attributes

66. Many of these are achievable only during the secondary years! And most are independent of the economic status of the nation! Lifelong attributes

67. KG Primary Secondary Tertiary

68.  “All these are perhaps true in your society, but are too remote to my society ….” Well, …..

71. After all … The core business of education  is to prepare young people for a changing future;  is not only about more scientists and technologists;  is to liberate and empower them to create and master their own future!

72. Trends …  Education policy concerns:  1960-70s Systems:planning  1980sSchool:management  Since 990s Students:learning It is now the capacity of learning that counts above all!

73. Thank you Contact: kmcheng@hku.hk

74.  Extra … about learning …

75. Learning New understanding of Learning  Learning as Knowledge Construction  Learning through Experience  Learning through Applications  Learning from Co-learners  Learning as Improvement

76. Learning Corollaries about Learning  Learning takes place through meaningful human activities  Understanding and application of knowledge are necessarily intertwined  Everybody can learn  Individuals learn differently  Teachers ’ role in scaffolding

77. End