{ "docId": "019dd923-5e88-73ef-bd59-02a271f5bbcc", "docSlug": "6202ff574345bddd", "documentTitle": "4.6.2 HKVCA Investing in Asian Education", "authorId": "MorganStanley", "authorName": "Asia Society", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "equity_research", "sourceTypeLabel": "Equity research", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 11, "pageCount": 26, "prevPage": 10, "nextPage": 12, "slideType": "other", "function": "summarize", "density": "dense", "nDataPoints": 0, "notes": "This appears to be a page from a research report or academic paper.", "elementsJson": [ "paragraph", "footnote" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5e88-73ef-bd59-02a271f5bbcc/11", "deckHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc", "deckJsonHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc.json", "deckAnchorHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc#slide-11", "components": [ { "bbox": null, "kind": "callout", "text": "All the reform deliberations in the cases seem to reflect a profound knowledge of the science of learning.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-3409-704d-b4e1-d8bac5dbae10", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.285, "w": 0.764, "x": 0.118, "y": 0.303 }, "kind": "paragraph", "text": "Although the report in this study refers mainly to basic education, the trend is also reflected in the sectors beyond basic education. Vocational education, for example, has experienced or is undergoing transformation, from training for specific skills to personal development (often still with reference to one or two specific jobs). This is particularly significant in Singapore and Hong Kong, where the vocational institutions are transformed into attractive institutions with state-of-the-art facilities, whole-person development programs, experiential learning projects, as well as overseas opportunities. In Singapore, there are special schools at the secondary level to cater to students with special talents in sports and arts, who are not necessarily strong in academic studies. In Taiwan, the traditional vocational schools have all been transformed into alternative types of higher education. There is also a dilution of vocation-specific education in Japan and South Korea. All these reflect the workplace reality—the rapid obsolescence of vocational skills, the frequent change of jobs and occupations, the instability of jobs, and the growth of the tertiary sector of the economy—which demands higher educational qualifications. At higher education levels, all reforms tend to increase the general education or common dimensions of the curriculum, in addition to specific professional knowledge.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "3f6ac4bb-a7b2-484c-8548-36e972e443a0", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.075, "w": 0.764, "x": 0.118, "y": 0.693 }, "kind": "paragraph", "text": "All the reform deliberations in the cases seem to reflect a profound knowledge of the science of learning. Three principles of the science of learning are particularly observable in the reforms: (a) students are active learners, (b) learning is achieved through experience, hence experiential learning (in the broad sense of the term) is required, and (c) different students may achieve differently and hence should be allowed diverse learning paths and diverse learning outcomes. Singapore, Taiwan, and Hong Kong have all turned to the", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "5a99d9b0-c630-4a7d-9c87-530a76381421", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.075, "w": 0.764, "x": 0.118, "y": 0.093 }, "kind": "paragraph", "text": "of economic growth or global competitiveness at the society level, and employability at the individual level. There are still tangential mentions of such in the reform documents, but the rationale of reform has shifted from economic benefits to aspirations for the future of society. It is in this context that learning has taken center stage in these reforms. In a way, the reforms are trying to achieve a “learning shift,” as the Japan case study puts it.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "69763931-5f5b-4174-8480-750aa942f8d1", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.095, "w": 0.764, "x": 0.118, "y": 0.593 }, "kind": "paragraph", "text": "Almost all the case studies mention two documents: the UNESCO Four Pillars of Learning—“Learning to Be, Learning to Know, Learning to Do, Learning to Live Together,” and the OECD DeSeCo Key Competencies, a sophisticated framework with broad categories of competencies related to “interacting in heterogeneous groups,” “acting autonomously,” and “using tools interactively,” referring to human relations, self, knowledge, and skills. Traces of influence from these frameworks could be found in each jurisdiction, either explicitly or implicitly, as well.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "868bba2b-5bea-4333-ae1a-690daaaf8714", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.125, "w": 0.764, "x": 0.118, "y": 0.173 }, "kind": "paragraph", "text": "It is visible in the case studies that the aspirations for young people have gone beyond expectations of the workplace, which is now understood to be only part of the challenge. This is made very explicit in the Japan case study: “Current proposed 21st century competencies [elsewhere] tend to focus on employability (and skillsets), but should pay more attention to personal attributes and formation of personal values.” This perhaps also explains why the notion of skills is less frequently mentioned, and even the use of the term “competencies” is under debate, because both of these refer to performances, presumably reflected in one’s work, rather than dispositions that are reflected in one’s mind.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "a3e4e7c8-6e01-4da0-a6a8-7f1b1f51d7e7", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.803 }, "kind": "source-note", "text": "5 In particular, about 15 years ago Taiwan phased out five-year vocational institutions, which ran from grades 13 to 17 (postsecondary).\n6 Typical examples are components of humanities in medical studies, and the non-engineering requirements in engineering studies (according to the Washington Accord, since 1998).\n7 Delors, J. (1996). Learning: The treasure within. Paris: UNESCO.\n8 The definition and selection of key competencies. A program conducted by OECD, published 2005.\n9 The National Science Foundation (US) has recently developed Educational Neuroscience to indicate the science of learning when applied to student learning.", "attrs": { "numbered": true }, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "28c77021-ad50-4382-ac64-2a362f9b0d73", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [], "arcBeats": [], "loops": [ { "to": 26, "from": 5, "name": "Golden Circle", "slug": "11-golden-circle", "bestFor": "Visionary leadership, brand positioning, mission statements", "matchId": "f7b95e07-9720-4690-a25d-6a968ad62620", "evidence": "The deck provides a comprehensive analysis of education reforms in East Asia, highlighting the need for a shift in knowledge and skills to accommodate 21st-century competencies.", "position": 1, "objective": "Why is it important to advance 21st-century competencies in East Asian education systems?", "structure": "The Why (Belief) -> The How (Process) -> The What (Result)", "confidence": 0.6, "description": "Invert the typical pitch by starting with why you exist, rather than what you do" } ], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }