{ "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": 13, "pageCount": 26, "prevPage": 12, "nextPage": 14, "slideType": "other", "function": "summarize", "density": "dense", "nDataPoints": 0, "notes": "This appears to be a page from a research paper or academic report rather than a standard consulting deck slide.", "elementsJson": [ "paragraph", "footnote" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5e88-73ef-bd59-02a271f5bbcc/13", "deckHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc", "deckJsonHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc.json", "deckAnchorHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc#slide-13", "components": [ { "bbox": { "h": 0.175, "w": 0.764, "x": 0.118, "y": 0.398 }, "kind": "paragraph", "text": "It is noticeable that in these systems under study, learning in the affective domain and learning in the cognitive domain are seen as two rather different dimensions in education. In the school tradition in the past, school report cards have special boxes for conduct and/or application, in addition to many other boxes or scores. Teachers are supposed to write narrative statements in these boxes, as an appraisal of the student’s performance in the affective domain. Following such a tradition, there are rarely discussions about learning outcomes in this domain. Appraisal of such learning seldom enters the formula of scores or grades. In other words, the appraisal of learning in the affective domain is about “what they do” rather than “what they know,” and is appraised in a way but is not measured quantitatively.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "45b5c996-5a06-40cd-aea3-6aa87d59b50d", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.185, "w": 0.764, "x": 0.118, "y": 0.684 }, "kind": "paragraph", "text": "For example, in almost all these societies under study, there is an emphasis on project-based learning, which requires students to define their own objectives, plan their own activities, sometimes in groups, and present their results to a larger audience. Although more common in Western systems of education, until recently, such activities were rather rare in these systems of education under study. Hong Kong has included project-based learning as one of its four areas of emphasis in the last reform. Singapore has included “project learning” as a compulsory dimension of its university entrance A-level examinations. In Singapore, special technologies are designed to facilitate group collaboration on student-initiated projects. In the exam-free semester in South Korea, there is a requirement that students should be asked to design and plan their own study during that semester.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "a13f15a8-5404-4851-b1f8-bde4e4cb7f01", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.095, "w": 0.764, "x": 0.118, "y": 0.581 }, "kind": "paragraph", "text": "Allowing for diverse learning outcomes among different students poses a challenge to these systems of education. In a culture that is comparatively collective in nature, conformity is perhaps a special feature of the school system. This is reinforced by another cultural characteristic: the emphasis on effort over innate ability. All of the reforms signify a readiness to do something to change the status quo and enable more personalized learning pathways and opportunities.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "a8029cb7-ea93-487c-a6de-2eb8b1e93b97", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.055, "w": 0.764, "x": 0.118, "y": 0.092 }, "kind": "paragraph", "text": "The major suggestions is to construct a “Big Education” platform to accommodate, facilitate, coordinate, and economize the mushrooming partnership projects between schools and the community organizations (both for-profit and non-profit organizations).", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "bc3859ca-c147-49e2-b62b-1563e70f2e97", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.235, "w": 0.764, "x": 0.118, "y": 0.155 }, "kind": "paragraph", "text": "A general issue about learning beyond the formal curriculum is the matter of equity. Students from economically deprived families are often also deprived of resources to engage in learning experiences beyond schools. In Hong Kong, the recent initiative has discussed this, and hence one of the aims of the “Big Education” platform of school partners is to channel privileged resources to students of deprived families, as a matter of positive discrimination. The argument is that students of deprived families should not be doubly deprived of other learning opportunities, because the better-off students are able to enjoy such opportunities regardless of what schools do. The inequity is even greater, but it does not show in schools. In Taiwan, the civil society has advocated that innovation is the key to survive and succeed in the contemporary society, hence they pay special attention to the creative capability of deprived children, develop numerous programs to facilitate students’ innovative productions outside schools, and often see them through paths of success in such programs (e.g., through entrepreneurship).", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "bc70f31d-ffcf-470e-94d4-029d7ad4575a", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.065, "w": 0.764, "x": 0.118, "y": 0.875 }, "kind": "source-note", "text": "13 The most convincing evidence-based argument on this observation is perhaps the work by Geert Hofstede, as represented in the classic G. Hofstede (1997), Cultures and organizations: Software of the mind. New York: McGraw-Hill.\n14 A seminal work on this effort/ability dichotomy is H. W. Stevenson and J. W. Stigler (1992), The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Touchstone.", "attrs": null, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "5fc3259f-7ada-43b4-92a8-5d140ca83af5", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [ { "name": "Hofstede's Cultural Dimensions", "slug": null, "matchId": "a0d5fc91-5027-4b7a-9e36-5ab88124bb19", "evidence": "Reference to Geert Hofstede (1997) in footnote 13", "confidence": 0.9 } ], "arcBeats": [ { "to": 13, "from": 13, "beatId": "9de7bd7f-0591-4e66-9fec-68084dc08d80", "arcName": "The Consultant's Gambit", "arcSlug": "consultants-gambit", "beatName": "Solution & Approach", "beatSlug": "consultants-gambit-solution-approach", "evidence": "The deck suggests constructing a 'Big Education' platform to accommodate, facilitate, coordinate, and economize the mushrooming partnerships.", "position": 3, "confidence": 0.8, "parentBeatName": "Turn", "parentBeatSlug": "turn" } ], "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 }