Chinese Education: Shanghai’s Success Story

If you’ve read my post on Finland’s enviable education system, you’ll know why educators and politicians are recommending North American schools to adopt many of the policies Finnish schools employ for student success. However, there is a new side to the debate, with analysts arguing for a closer look at Shanghai’s education system instead and its international success. It has already been well documented that Chinese students rank high on the world stage in terms of math and science test scores, but this success has often been mitigated with criticisms of how Chinese students acquire these standardized test results (i.e. saying students lack creativity; subjects are drilled into their heads via rote memorization; students lack a balance and study for over 14 hours a day…).

With 23 million inhabitants, Shanghai is the most populous city in China, and is also its largest economic center. In 2009 and 2012 the Programme for International Student Assessment (PISA) ranked Shanghai-China’s 15-year-old students the best in the world for all three of its major categories: math, reading, and science. What is particularly impressive though, is that Shanghai has “the highest share of disadvantaged students in the top 25 per cent range on PISA tests”. Regardless of demographics, Shanghai has successfully removed poverty and a low income background as variables affecting a child’s – and thereby a school’s – testing performance.

So, what is the big reason for Shanghai’s educational success? Is it administrative funding? School infrastructure? Cultural approach to learning? The answer: Teachers and teaching excellence.  But the answer isn’t simply that Shanghaiese teachers are better educated.

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Eight Teacher Policy Goals Under SABER-Teachers             Image (c) World Bank 2013

Rather, teaching time is organized differently than in other education systems globally. Teachers spend only one-third of their time teaching, and the rest is spent on professional development and lesson preparation. Teachers are provided with  peer review and constructive feedback, and are constantly exposed to the best teaching methods whilst being provided with time to deepen their knowledge of the subjects they are responsible for teaching.

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Ontario: Special Education Needs

While controversy continues to swirl around the province’s policy changes to autism services, children who require special education are struggling to get their rightful education. According to a 2014 People for Education report, “half of Ontario’s elementary school principals said they have told students with special needs to stay home from school for all or part of the day”. Students with special needs are often glossed over and are too easily cited as “disruptive” to other students in the traditional learning atmosphere of public schools. Schools are legally required to accommodate a student’s needs, however many schools currently do not have the capacity to provide for special education needs.

A personal report published by the Office of the Provincial Advocate for Children and Youth revealed that in 2015 “many youth felt shut out by educators who had low expectations of them”. Unfortunately, right now parents’ options for helping their special needs children seems to be dwindling to either homeschooling their child, or enrolling them at an independent special needs school. This is not a feasible solution to the oversight of the public education system. It seems parents are currently carrying the brunt of the responsibility for their child’s special education needs. 

According to OurKids, there are only two independent special needs schools in Mississauga, one of them being Oakwood Academy, the sister school of St. Jude’s Academy. Oakwood Academy is the only recognized school in Canada using the Developmental Individual Differences Relationship-Based (DIR®) model, and offers an individualized education program that is developmentally-based and multi-sensory. Their team of professionals includes Developmental Therapists, Certified Ontario Teachers, Clinical Psychologists, an Occupational Therapist, Speech Language Pathologist and Music Therapist.

Continue reading Ontario: Special Education Needs