CSE 200 Final

Return Class Time to Students

1. Shanghai 2. less focus on exams, instead assess students holistically instead of through test scores 3. Rid of the exam culture which involves a lot of high stakes testing, causing teachers to teach to the exam and students to memorize and regurgitate information

Thinking schools. Learning nation

1. Singapore 2. increase creativity, reduce standardized testing, curricula changes 3. Get rid of exam hell, tech based work force

Bolsa Familia

1. Brazil 2. The government gives money to to parents if they send their children to school and keep their medical checkups up to date 3. Because of the high incarceration rate in Brazil (3rd highest in the world), the school attendance suffers because it is either too unsafe to go to school, or the child is involved in crime. Bolsa familia tries to encourage attendance

Student Success Coordinator

1. Canada 2. Helps students become successful in all aspects of life by meeting with students' teachers and nurses 3. Increase Equity 4. Coordinator talks to students, teachers and parents

Chicago Boys

1. Chile 2. Chileans who attended the University of Chicago returned to Chile with knew knowledge of economics to reform Chile's economy with market based reform, public private partnerships, and voucher schools. 3. The economy under dictator Pinochet wasn't working 4. Chicago boys creating public- private partnerships between schools and private companies

Vouchers and School Choice

1. Chile, Qatar, U.S., Sweden 2. State funded scholarships for students to attend private school rather than public school 3. Equity, creates competition between schools so that they improve in quality 4. School choice would allow parents to let their children go to any school they want with a voucher

Chile

1. Developed 2. Issues: questionable quality, difference in achievement scores of different populations, inefficient spending 3. Policies: 1980: Nationwide exams, decentralization, vouchers. 1990: Full service school, curricula reform, raise teacher pay and qualifications 4. Outcomes: 4 tiered system based on social class, Chicago Boys failed, Public universities are prestigious, education national issue

Sweden

1. Developed + Economic 2. Issues: Increase Democratic Choice, Greater efficiency, enhance professionalism 3. Policies: Voucher system, Full service school, Block Grant 4. Outcomes: Low PISA scores, divide between native and immigrant

USA

1. Developed + Economic 2. Issues: Not everyone is getting the same education, quality of school system is questionable 3. Policies: School Choice, Standardization 4. Outcome: Student Achievement Test, Generalized Distrust, Gap between black and white students

Singapore

1. Developed + Social 2. Issues: Creative thinking, exam hell, dropout rate and depression 3. Policies: Thinking schools Learning Nation, decentralization, broaden curricula 4. Outcome: Top of PISA

Finland

1. Developed + Social 2. Issues: Increase Democratic Choice, Greater efficiency, enhance professionalism 3. Policies: School autonomy, Full service schools, National curricula, Teachers require MA and research based training 4. Outcome: Slipping scores, immigrants and native perform at same level

Canada

1. Developed + Social 2. Issues: Increase graduation rate, quality of school system, difference in achievement scores 3. Policies: Professionalization, reduced class size, 200 minutes prep time, students success coordinator 4. Outcome: Trusting teachers, Technocratic

Qatar

1. Developing + Economic 2. Issues: Accountability, Equity, Autonomy 3. Policies: Holding teachers and admin accountable, report cards, Qatarization, finding, girls schooling, greater flexibility in the system 4. Outcomes: Education City, Charter schools, Independent schools, internationally benchmarked standards

Ethiopia

1. Developing + Economic 2. Issues: Education for All, Enhance quality of education, language instruction (equity) 3. Policies: GEQIP, National learning assessment and individual evaluation, teacher training, Transitional learning program 4. Enrollment growth continues, ethic tensions and growing conflicts,

Shanghai

1. Developing + Social 2. Exam culture, memorization and teaching to tests, equity 3. Policies: Return class time to students, equalizing funding 4. Outcomes: Progress made in equity but not addressed well, parents are against taking away exams, high performance in Shanghai and Hong Kong, but not the all of China

Ghana

1. Developing + Social 2. Issues: Education for All, quality of education, Language instruction 3. Policies: 1990s free compulsory universal basic education, literacy and numeracy initiative, teacher training 4. Outcomes: Primary enrollment up, overall achievement still low, teacher inservice is less than stellar and teacher mastery of language is low

Brazil

1. Developing + Social 2. Issues: Funding disparities across states, low quality of learning and teaching, poverty rug war, and low educational attainment 3. Policies: Equalizing finding from national government.raising teacher standards, Bolsa Familia 4. Attendance up for now, teaching remains low, not fixing drug problem

General Education Quality Improvement Programme (GEQIP)

1. Ethiopia 2. Increased standardization and public private partnerships

Culture of Trust

1. Finland 2. Supports teachers by letting them choose how to teach and trusting that the teachers are qualified and know what is best for their students 3. Decentralized system, teachers are highly qualified to pass students 4. Finland does not have a grading scale because they are based off culture of trust, so teacher know when to pass students on

National Literacy Acceleration Programme

1. Ghana 2. Teach Mother Tongue for the first three years then switch to English

Qatarization

1. Qatar 2. Encourages natives of Qatar to join the workforce 3. The majority of the workforce in Qatar is made up of immigrants