{ "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": 15, "pageCount": 26, "prevPage": 14, "nextPage": 16, "slideType": "other", "function": "summarize", "density": "overcrowded", "nDataPoints": 0, "notes": "The slide is a page from a report or book, indicated by the page number '11' at the bottom.", "elementsJson": [ "paragraph" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5e88-73ef-bd59-02a271f5bbcc/15", "deckHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc", "deckJsonHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc.json", "deckAnchorHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc#slide-15", "components": [ { "bbox": null, "kind": "callout", "text": "In many systems, reforms stop at designs, with the assumption that a good design would be automatically implemented. In reality, real changes are achieved through complex processes.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-3409-704d-b4df-62d2d62480a1", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.02, "w": 0.02, "x": 0.485, "y": 0.96 }, "kind": "other", "text": "11", "attrs": null, "subkind": "unclassified", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "8229d46d-6d8d-48b0-ba9a-639645530412", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.135, "w": 0.764, "x": 0.118, "y": 0.685 }, "kind": "paragraph", "text": "Almost all the systems under study understand implementation as an important factor for success in the reforms. In particular, teacher preparation is very much emphasized in almost all the reports. However, the implementation processes are not always explained in detail in the case studies. In Singapore and Hong Kong, the reforms are in theory “top-down,” as they are initiated and planned by the government. However, tremendous efforts were spent on training principles and preparing teachers for the reforms. In Singapore, where teachers are basically civil servants, there are structured teacher professional seminars and principals’ circles where plans of reform are implemented.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "0613bd72-9a3e-4594-975f-787da06bd4f3", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.835 }, "kind": "paragraph", "text": "An example is in Singapore, when the First Masterplan for ICT in Education was introduced in 1997. At that time, 60 expert teachers were invited to interact with Israeli experts for six months, so as to explore how IT could be integrated in pedagogy. Each teacher then disseminated what they had developed to six other schools. Another example is in Hong Kong, four years before the implementation of the new curriculum, when schools in groups of 12 were invited to a workshop with six people from each school (including the principal and board chair) to brainstorm why, what, and how to make the curriculum changes required by the reform.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "4151b14e-a5a2-4b17-ab9c-c32333c2d9c8", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.085, "w": 0.764, "x": 0.118, "y": 0.092 }, "kind": "paragraph", "text": "dimensions, again in the tradition: chi-toku-tai (academic-moral-body, or intellectual-moral-physical). In South Korea, the overall ideal of education returned to Hongik Ingan (contributing to the overall benefit of humankind), which is the founding spirit of the first kingdom in Korean history. Hence, the so-called new competency frameworks are also old.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "4e43003c-694e-4571-83e6-e5fd9e3684fc", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.045, "w": 0.764, "x": 0.118, "y": 0.525 }, "kind": "paragraph", "text": "The reforms in these societies cannot be fully understood unless we also look at how they are being implemented. It must be acknowledged that all the systems have made tremendous efforts to ensure effective implementation, and the implementation measures are comprehensive.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "57403a84-16c1-433f-a8d2-02a2207fed24", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.175, "w": 0.764, "x": 0.118, "y": 0.308 }, "kind": "paragraph", "text": "These are major concerns among educators in particular and society at large in general. In the case of Taiwan and Hong Kong, political turmoil has caused political confrontation and an ideological split in the community. While a similar split is emerging in Japan, there are other concerns about young people who prefer to stay at home after leaving school. There are non-governmental organizations like Global Incubation x Fostering Talents (GiFT), which is devoted to advancing global citizenship among youth. In South Korea, there are concerns about bullying among young students. Perhaps with the exception of Singapore, there are also concerns about the number of student suicides. Instead of trying to fix the problem from a deficit model, the reforms take a positive attitude and aspire to cultivate among young people a service culture and a global outlook.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "5e623216-ba5f-48c8-b0cc-3c7a72fc44c5", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.185 }, "kind": "paragraph", "text": "It is also noticeable that in almost all the jurisdictions, there is always an element of service and a global outlook. As mentioned above, the South Korean reforms started with the tradition of “contributing to the welfare of humankind.” The Hong Kong initiative mentioned “knowledge of society, the nation and the world.” The Japan reform aims at “motivation for social participation” and “practical ability to act for the world.” The Taiwan reform places “common good” as one of the major goals, and aims at “multicultural and international understanding.”", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "60f1542a-8d88-40ae-9fe4-9f97b7a2cca0", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.085, "w": 0.764, "x": 0.118, "y": 0.585 }, "kind": "paragraph", "text": "Fundamentally, the new role of students as active learners is accompanied by the changing role of teachers as facilitators of self-directed learning, coordinators of experiential learning, and mentors of youth development in the affective domain. Such changes would not happen naturally. In many systems, reforms stop at designs, with the assumption that a good design would be automatically implemented. In reality, real changes are achieved through complex processes.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "78299b2d-4bc8-46d2-8fe0-42354a25c58f", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.015, "w": 0.335, "x": 0.118, "y": 0.495 }, "kind": "title", "text": "IMPLEMENTATION AND CHALLENGES", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "0b2398ad-3bd8-43c2-a263-6bcae669535f", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [], "arcBeats": [ { "to": 15, "from": 14, "beatId": "80f7c2f1-cf9c-4b0b-b94c-24d19153b3b7", "arcName": "The Consultant's Gambit", "arcSlug": "consultants-gambit", "beatName": "Problem & Complication", "beatSlug": "consultants-gambit-problem-complication", "evidence": "The deck highlights the need for a shift in knowledge and skills to accommodate 21st-century competencies.", "position": 1, "confidence": 0.8, "parentBeatName": "Complication", "parentBeatSlug": "complication" } ], "loops": [ { "to": 15, "from": 14, "name": "Aha Moment", "slug": "03-aha-moment", "bestFor": "Data-heavy sections, research findings, analytical arguments", "matchId": "d9360015-26f8-4cef-bb61-a30dcc4e33c7", "evidence": "The deck highlights the need for a shift in knowledge and skills to accommodate 21st-century competencies.", "position": 0, "objective": "What are the key challenges and opportunities in education reforms in East Asia?", "structure": "The Problem/Question -> What the Data Shows -> The Insight", "confidence": 0.7, "description": "Establish a tension, present data, then deliver the insight that changes everything" }, { "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 }