Monthly Archives: January 2013

Breezy Saturday reading…

poke the bear

 

  • Poke the bear – usually good advice when dealing with inefficient bureaucracies whose incompetence weighs especially heavy on the poor.
  • Comprehensive Financial Mail article on education in SA – “SA running out of time to tackle education woes – quotes a number of people from RESEP.
  • Daily Maverick article “Angie Motshekga’s education claims – the true score” – an article which has a few quotes from yours truly 🙂
  • Chris Blattman’s course outlines for his 2013 classes on political economy at Columbia. If only lecturers were as witty, engaging and cool as Chris.
  • Making sense of rising IQ scores – Andreas Schleicher – wise as usual.
  • Maths is important – in case you mistakenly doubted this
  • List of free online open courses
  • A nice Economist article about PISA results and international rankings
    • “A big message is that national culture matters more than the structure of an education system. So the main lesson for policymakers may be to put education at the forefront of the story a nation tells about itself. Countries which do that with conviction and consistency can leapfrog the complacent”
  • Hanushek and Rothstein (2013) article titled “What do international tests really show about US student performance? – interesting article but it begs the question “does controlling for x excuse x being there in the first place?”
  • Nice quote by Coleman commenting on development since the Coleman Report in the US: “What appears to be at the base of the idea of equality of educational opportunity as used by the Court is a public educational system that is sufficiently effective to prevent, for normally intelligent children, the disadvantages that result from their family circumstances from handicapping them severely in adult life, in occupation and otherwise” (Coleman, 1975, p. 28).

    On an unrelated note…today I’m off to a wedding in Tulbagh – yet another corner of paradise.

Educational reading…

  • The most impressive video on educational technology I’ve seen in a long time – also see here. Knewton analytics breaks down a subject into small learning chunks and compares how children interact with each chunk and compares this to the learning trajectories of all other students registered (past and present) allowing it to customize learning for every child. Wow. Scroll down and click on the little Mac screen.
  • Live and interactive feedback from students with smartphones…see here
  • What does the future of education look like? Specifically, how will technology and the Internet influence the future of education. Read here for some interesting predictions. Also see this super impressive map of the future…
  • The top 12 education stories of 2012
  • Interesting honors thesis from Wesleyan University in the States looking at unionism (SADTU) in Umlazi KZN.
  • Quote of the day: “The only calibration that counts is how much heart people invest, how much they ignore their fears of being hurt or caught out or humiliated.” – Ted Hughes via brain pickings

DAMN useful research on matric results

So my good friend and co-author Stephen Taylor (an economist working as an adviser to the Director-General of Basic Education) has finally released a document on some of his research on trends in the matric results – available HERE. It is certainly the most insightful and interesting research coming out of the DBE in AGES. Well worth a read for anyone interested in matric results!

Liberal arts education

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As we embark on the new year it’s not a bad idea to reflect on why it is that you get a liberal arts education, or any education for that matter…

“It is extremely difficult to stay alert and attentive, instead of getting hypnotized by the constant monologue inside your own head (may be happening right now). Twenty years after my own graduation, I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed. Think of the old cliché about ‘the mind being an excellent servant but a terrible master.’

This, like many clichés, so lame and unexciting on the surface, actually expresses a great and terrible truth. It is not the least bit coincidental that adults who commit suicide with firearms almost always shoot themselves in: the head. They shoot the terrible master. And the truth is that most of these suicides are actually dead long before they pull the trigger.

And I submit that this is what the real, no-bullshit value of your liberal arts education is supposed to be about: how to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out.”

-David Foster Wallace

The Bee Eater (Book review)

This was a badly written book about an inspiring woman; Michelle Rhee.  Michelle is a fiery Korean woman raised by immigrant parents in America to be tough and hard working. She fits the stereotype of a typical Asian over-achiever, with one peculiarity – she has a passion for kids and education. After graduating from an Ivy League university she decided to enlist in Teach For America (TFA). For those who don’t know, this is a highly successful American program which takes the best and brightest graduates in any field, gives them basic teacher-training and then places them as teachers in disadvantaged schools. The program is highly regarded and is always over-subscribed. Most TFAs teach for 2 years and then head back to their original career path, usually morphing into a highly-paid cog in the beautiful capitalist machine.

As far as the book is concerned, TFA is where Michelle Rhee cut her teeth on education, learning to manage and teach kids that come from highly dysfunctional and disadvantaged backgrounds. The vignettes about Rhee’s time as a TFA reveal her to be highly motivated, tenacious, capable, creative and original. She takes her best-performing kids on inter-state outings, creates a “shop” where students can exchange credit (awarded for good behaviour/performance) for things like sweets or stationery. One story tells how she literally ate a bumble-bee (hence the Bee-eater) that was disrupting her class, mainly out of sheer frustration at the classes lack of discipline and order in the early stages of her teaching career. The book focuses on her time as the chancellor of Washington DC public schools, where she came in guns blazing and left no stone unturned in her attempt to turn-around the dysfunctional schooling system. She fired hundreds of underperforming teachers who could not improve student learning outcomes.

Some of the take-away points for me were as follows:

  • Vested interests make change difficult. The unions and (surprisingly) the parents resisted Rhee’s reforms, ultimately leading to her being pushed out after her first (productively disruptive) term.
  • Change is possible. In spite of the numerous challenges and obstacles she faced, Rhee managed to win a number of significant victories that are likely to have long-term impacts on education throughout the country, especially holding teachers accountable for student outcomes and challenging the commonly held notion that teachers are unique in the sense that they all deserve tenure. Doing what needed to be done and letting the chips fall where they may made Rhee unpopular but it did get stuff done.
  • Don’t piss too many people off too quickly. If Rhee did it again I imagine she would have done it slightly differently. She would have still implemented all her reforms but would’ve perhaps been more diplomatic about it, and hired a decent PR person (PR people are always necessary when you have high public office).
  • Passion is contagious. Both for the reader and the other personalities in the book, Rhee’s never-say-die attitude combined with intelligence, passion, stubbornness, righteous indignation and the unwavering conviction that change was necessary, made me excited to find out what happened next, and no doubt inspired all around her.

Unfortunately the book isn’t well written which is mildly distracting. By constantly referring to himself in the first person and commenting on almost everything (particularly at the end) the author seems to believe that we care what he thinks – which we don’t, why should we? For those who don’t know him (like me) his unsubstantiated claims about what should or shouldn’t have happened, or who was or wasn’t right are quite irritating and reminded me of first-year essays where students claim all sort of things like “In my opinion, Walmart shouldn’t come to Africa” without substantiation, as if their opinion in the absence of substantiating evidence matters for anything – it doesn’t. As someone who does like to throw in the occasional pronoun, much to my supervisor’s chagrin, I made a mental note to go on a “I-my-diet”. Using the personal pronoun should always be accompanied by reasons for that held belief, and preferably sentences should be structured to exclude them entirely – readers should focus on the content and your characters, not on the author, unless that is the express purpose of the text. Otherwise,  feed your ego elsewhere.

All in all I did enjoy this book – primarily because there are so many parallels with South Africa’s education system. Rhee’s passion, drive and determination ooze off the page and inspire the reader to be likewise. I’d recommend this book to anyone who cares about their country’s education and sees the need for uncomfortable reforms. It will encourage you and remind you that change is possible. Thanks Joy Oliver for recommending this book!

Rhee has subsequently founded StudentsFirst – check it out here.