SESSION ABSTRACTS
(more abstracts will be added to this page at a later date)
Luncheon with Speaker—21st
Century Outcomes
Chair:
Dr. Alan Ginsburg, HRDWG Lead Shepherd
Speaker: Mr. Ken Kay, President, Partnership for 21st
Century Skills, USA
The Partnership for 21st Century
Skills is the leading U.S. advocacy organization focused
on infusing 21st century skills into education. The
organization brings together the business community,
education leaders and policymakers to define a powerful
vision for 21st century education to ensure every
child's success as citizens and workers in the 21st
century. This session will provide an in-depth
look at why 21st century skills are so important and
their impact on every country's ability to remain
competitive in a global economy. Mr. Kay also will
provide context for the Partnership’s Framework for 21st
Century Learning, which defines the skills, knowledge
and expertise today’s students must master as well as
the critical support systems schools need to produce
21st century teaching and learning outcomes. Mr.
Kay will share what countries can do to propel their
21st century skill initiatives forward.
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Case Study
(10 minutes) – Dr. Wang Shangzhi, Capital Normal
University, Beijing, China
Research Process,
Changes and Implementation of Mathematics Curriculum
Standard of China
This paper introduces
briefly the research process, changes and implementation
of mathematics curriculum standard of China. The paper
consists of four parts. The first part outlines the
research process and mechanism of curriculum standard of
both compulsory education and senior high school
education in the hope of shedding some light on
mathematics education in China. The second part is
focused on the major changes in Chinese mathematics
curriculum standard such as curriculum sense,
objectives, contents and teaching methods, etc. In the
third part the author gives a detailed account of some
implementation work including social dissemination,
textbook editing, teacher training, and experience
sharing, etc. The curriculum reform is an government
action carried out from top to bottom, while curriculum
implementation should be carried out in both ways, i.e.
from top to bottom and from bottom to top. Here two
projects are described. They are the project of teaching
research mechanism on school base and the project of
long-distance training on the Internet. In the last part
some problems are discussed. Back
Case Study
(10 minutes)—Dr. George Tai-Jen Chen, National Taiwan University,
Chinese Taipei
Stimulating Learning in Science:
Reform of Elementary and High School Science Education
in the Past Half Century in
Chinese Taipei
Reform of the science education for the elementary and
high schools in Chinese Taipei in the past half century will be
reviewed based on different phases of promulgation and
implementation of the national curriculum frameworks
(standards). Characteristics of the major revisions of
curriculum frameworks in different phases will be
presented. The rationale of science education reform
will be reviewed based on curriculum goals, curriculum
rationale, activities and strategies for teaching, and
instruction assessments. Challenges of the science
education reform will be discussed from different
perspectives such as teachers, student parents, social
values, entrance examination systems, etc. Science
achievement and enjoyment of learning science for
students form Chinese Taipei and some Asian and European
countries as revealed by y TIMSS in 1999 and 2003 as well
as by PISA in 2007 will be discussed. Finally, the
outlook of the newly revised curriculum guidelines will
be presented.
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Case Study (10 minutes)—Dr. Anne Pakir,
National University of Singapore
English-knowing Bilingualism in
Singapore: Striking a Balance
English-knowing bilingualism in
Singapore – a direct result of educational policy,
planning and implementation – has far-reaching
consequences for a relatively young and definitely small
economy with three distinctive ethno-cultural groups:
Chinese, Malay and Indian. In four decades
of phenomenal growth, the modern state and republic of
Singapore has witnessed two shifts in speaking habits, a
general and primary language shift to English on the
part of the majority of the population, and a specific
and secondary language shift to Mandarin on the part of
the Chinese, the largest ethnic group.
Focusing on the
language shifts that have taken place over four decades,
there will be two questions we can ask: (1) how
does Singapore strike a balance in its apparently
successful language management? and (2) what are some
consequences of such language shifts for an economy
striving to build a national in an era of rapid
globalization and accelerated change? A third
question in the context of APEC and its current
symposium theme, “Education to Achieve 21st
Century Competencies and Skills for All” can also be
asked: (3) Will English knowing bilingualism become a
core competence in the 21st
century?
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The Role of ICT in Systemic Reform (18 minutes)—Mr.
Byong-Hyun Lee, Ministry of Education and Human
Resources Development, Korea
The Role of ICT in
Systemic Reform
This presentation explains
the background and rationale of incorporating ICTs for
systemic reform in the APEC society, including the
Republic of Korea’s policy steps to reform the general
education system and specific experiences in applying
ICTs for systemic change. After reviewing related
theoretical approaches and discussing lessons drawn from
practical experiences, the presentation offers
recommendation to APEC economies on ways to promote the
use of ICTs in systemic reform, at the levels of
individual economies and the APEC community,
respectively. Recommendations for the APEC
community as a whole include organizational and human
resources development aspects.
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ICT and Systemic Reform
in a Developing Economy (18 minutes) - Mr. Oscar Becerra, M.Ed.,
Director, Educational Technologies, Ministry of Education, Peru
OLPC Project in Peru: A Case Sample of Systemic Reform in
Education using Information and Communications Technology
The General Bureau of Basic Education developed a unified
curriculum for primary education based on the development of
competences for the XXI century. The pedagogical approach of
that curriculum is the basis for the “One Laptop per Child
Project in Peru.” The ICT aspects of the project capitalizes on
20 years experience in the deployment of ICT in education by
several pilot projects developed by previous administrations
which were finally grouped under one label. “Project Huascarán”
and the pedagogical aspects are supported by the General Bureau
of Basic Education to ensure alignment with the sector strategic
initiatives. Earlier this year Huascarán was merged with all
other Educational Technology initiatives and redefined as a line
unit: The General Bureau of Educational Technologies. Based on a
donation of 100 XO laptop computers by the OLPC foundation, the
Andean town of Arahuay was chosen to evaluate the feasibility of
developing a large scale saturation project that might supply
the proper technology to support and leverage the validated
pedagogical model for one-classroom, one teacher multigrade
primary schools. The presentation will highlight our findings
after 6 months of the test run in Arahuay and the complementary
experiences in Tumbes, Piura and Purús (a remote group of
villages in the Amazon jungle). The success of the test was a
key factor in deciding to expand the project nationally to all
one-classroom, one teacher multigrade primary schools reaching
210,000 students and their teachers during 2008. The Congress
passed a law allowing regions to expand the project reach by
assigning local resources. The guidelines and key success
factors for projects of this nature and the potential problems
in implementation will also be included.
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Luncheon with Speakers—E-Language
Learning
Chairs: Mr. Zhang Yun, Ministry of Education, People’s
Republic of China and Ms. Adriana de Kanter, U.S.
Department of Education
Speakers: Mr. Liu Bing, Hanban (Office of Chinese
Language Council International); Ms. Phoenix Wang, The
William and Flora Hewlett Foundation; and Mr. Dan Jones,
Coastline Community College
Open Language Learning
Initiative (OLLI)
OLLI is a game-based language
learning system that will bring American English and
culture to non-natives. Players will experience a
two-dimensional (2-D) game using a voice recognition
tool to build skill in speaking English accurately. The
game episodes take them across the USA where they learn
about the American culture while applying their
English-speaking skills. The game will also include a
feature where the player can interact with a collateral
persistent social world where they can practice what
they learn with other players. The game is
designed to be as Open Source as possible so that it can
be re-engineered to address the need of any non-native
population learning English. Learning objects,
tools, assets, and the underlying architecture will be
designed with an eye to reusability to teach any
language. OLLI can be used in the USA to help
integrate large pockets of immigrant populations, or
abroad through the educational system of other
countries. It will become a powerful vehicle for
teaching language as well as explaining American
concepts about culture, democracy, and diversity. Back
"Education to Achieve 21st
Century Competencies and Skills for All: Respecting the
Past to Move Toward the Future" is co-sponsored by Ministerio de Educación República del Perú, the Ministry of Education of the People's Republic of China, and the
United States Department of Education on behalf of APEC's Education Network.
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