In June of 2014 and as part of the NEA Foundation Global Learning Fellowship I was privileged to spend one week in China with this wonderful group of educators. We spent a lot of time researching the educational systems of our two countries, discovering our differences, the many similarities, and discussing strategies and tactics. While discussing the direction in which public education is headed, we continued to weigh the impacts of testing and the new, added emphasis in developing critical thinkers, problem solvers, and competent service providers. Although another change to the educational model will be difficult when added to the already challenging list of standards teachers must implement, few of us would argue those critical thinking skills are not relevant to the workplace and essential for creating globally competent workers.
Through our shared research and our visit to China in late June, I was pleasantly surprised to find my Chinese counterparts sharing similar struggles with large class sizes, digitally distracted learners, long hours, pressure to meet standards with decreasing contact hours with our students, and overall burn out. While at the same time we were able to revel the joys found at the heart of teaching; reaching students and helping to unlock hidden interests and enjoying the fulfillment of student success. |
| Jinsong sign & awards proudly displayed |
Our own educational culture is to push students to their peak potential and in essence a high paying job, and while not all would fault the system for doing this, it also has placed separate value on jobs of academia vs. jobs of service. In the US when meeting a new acquaintance the question of "what do you do?" generally refers to your career, while in many areas of the world this same question refers to ones interests and hobbies. In the US the value of one's life is placed on their job, but many would agree it should be placed on our families, our freedom, and our pursuit of happiness. Negative connotations abound with low service jobs, an there is this underlying acceptance that if students drop out they will find themselves working at McDonald's or KFC, and furthermore that this is a negative thing. US schools are pressured to achieve high HS graduation rates, and this puts stress on teachers and ultimately the students to preform to a standard that may or may not be within their ability or even inclination to achieve. Students are pushed into the CP path because it is best for the school and not necessarily best for the child. Vocational programs continue to lose funding in difficult economic times and the price paid is the students who have not reached the college path are now also lacking the skills to enter the service work-force. Students may miss their calling because they were placed on a CP path and never had the chance to pursue a true interest. We like China are now finding ourselves with too many college graduates without jobs, and not enough qualified service workers.
China noticing the lack of qualified service personnel, identify that not everyone is or should be on the path to college. The vocational high school model that China is placing their focus on is creating a valued and competent servant workforce who will be sought after, successful, and contributing members of society. The US may be able to learn from this.
In the US it would not be uncommon to find oneself in a fast food restaurant waiting on a slow moving line, noticing the uncleanliness of the establishment, dealing with an unfriendly employee who cannot make change, only to get ones food and it not even matching your order. Comparatively, I have never received service in a fast food restaurant as I did in a KFC in Xi'an, China! Upon walking in and looking up to the menu board it was immediately recognized that we were foreigners who could not read Chinese. We were directed to a table to sit, given a menu in English, and also a waitress who spoke some English. She took our order, returned with food, and cashed us out at our table all with a smile and sincere willingness to help as we attempted to divide our check and count in a foreign currency. |
| Best Staff Photo! |
I do believe the US, like China, is recognizing the lack of qualified thinkers and workers that a high stakes standardized testing model creates. The US is now working to produce critical thinkers, problems solvers, project based and group oriented achievers. It took years however to create a testing culture and likewise it will take years to reverse the model, but unless we also see the value in all areas and levels of society in reference to careers we will continue to do a disservice to our students. Along with creating sharp thinkers who are culturally and globally competent people, we also must teach our students the skills to perform in a a working environment that they will not only be prepared for, but will find enjoyment and success in. This will benefit and strengthen our society as a whole.
