Education facts and figures - US students far behind Asians on global exam

http://news.msn.com/world/us-students-far-behind-asians-on-global-exam#tscptmf

Interesting finding on the facts and figures of education reality

http://nces.ed.gov/surveys/pisa/pisa2012/index.asp

Selected Findings from PISA 2012

U.S. Performance in Mathematics Literacy

• Percentages of top performing 15-year-old students (those scoring at level 5 or above) in mathematics literacy ranged from 55 percent in Shanghai-China to nearly 0 percent in Colombia and Argentina. In the United States, 9 percent of 15-year-old students scored at proficiency level 5 or above, which was lower than the OECD average of 13 percent. The U.S. percentage was lower than 27 education systems, higher than 22 education systems, and not measurably different than 13 education systems. The percentage of top performers in mathematics in the United States overall (9 percent) was higher than the state of Florida (6 percent), but lower than Massachusetts (19 percent) and Connecticut (16 percent) (figure M1a, table M1b).
• In mathematics literacy, the percentage of 15-year-old students performing below level 2, which is considered a baseline of proficiency by the OECD, ranged from 4 percent in Shanghai-China to 76 percent in Indonesia. In the United States, 26 percent of 15-year-old students scored below level 2, which was higher than the OECD average of 23 percent. The U.S. percentage was higher than 29 education systems, lower than 26 education systems, and not measurably different than 9 education systems. The percentage of low performers in mathematics in the United States overall (26 percent) was higher than the states of Connecticut (21 percent) and Massachusetts (18 percent), but not measurably different than Florida (30 percent) (figure M1a, table M1b).
• Average scores in mathematics literacy ranged from 613 in Shanghai-China to 368 in Peru. The U.S. average score was 481, which was lower than the OECD average of 494. The U.S. average was lower than 29 education systems, higher than 26 education systems, and not measurably different than 9 education systems. The U.S. average was lower than the states of Massachusetts (514) and Connecticut (506), but higher than Florida (467) (table M4).

U.S. Performance in Science Literacy

• Percentages of top-performing 15-year-old students (those scoring at level 5 or above) in science literacy ranged from 27 percent in Shanghai-China and 23 percent in Singapore to nearly 0 percent in eight education systems. In the United States, 7 percent of 15-year-old students scored at proficiency level 5 or above, which was not measurably different from the OECD average of 8 percent. The U.S. percentage was lower than 17 education systems, higher than 27 education systems, and not measurably different than 15 education systems. The percentage of top performers in science in the United States overall (7 percent) was lower than the states of Massachusetts (14 percent) and Connecticut (13 percent), but not measurably different than Florida (5 percent) (figure S1a, table S1b).
• In science literacy, the percentage of 15-year-old students performing below level 2, which is considered a baseline of proficiency by the OECD, ranged from 3 percent in Shanghai-China and 5 percent in Estonia to 67 percent in Indonesia and 68 percent in Peru. In the United States, 18 percent of U.S. 15-year-old students scored below level 2, which was not measurably different from the OECD average of 18 percent. The U.S. percentage was higher than 21 education systems, lower than 29 education systems, and not measurably different than 14 education systems. The percentage of low performers in science in the United States overall (18 percent) was higher than the states of Connecticut (13 percent) and Massachusetts (11 percent), but not measurably different than Florida (21 percent) (figure S1a, table S1b).
• Average scores in science literacy ranged from 580 in Shanghai-China to 373 in Peru. The U.S. average score was 497, which was not measurably different from the OECD average of 501. The U.S. average was lower than 22 education systems, higher than 29 education systems, and not measurably different than 13 education systems. The U.S. average was lower than the states of Massachusetts (527) and Connecticut (521), but not measurably different than Florida (485) (table S2).

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U.S. Performance in Reading Literacy

• Percentages of top performing 15-year-old students (those scoring at level 5 or above) in reading literacy ranged from 25 percent in Shanghai-China and 21 percent in Singapore to nearly 0 percent in 3 education systems. In the United States, 8 percent of U.S. 15-year-old students scored at proficiency level 5 or above, which was not measurably different from the OECD average of 8 percent. The U.S. percentage was lower than 14 education systems, higher than 33 education systems, and not measurably different than 12 education systems. The percentage of top performers in reading in the United States overall (8 percent) was higher than the state of Florida (6 percent), but lower than Massachusetts (16 percent) and Connecticut (15 percent) (figure R1a, table R1b).
• In reading literacy, the percentage of 15-year-old students performing below level 2, which is considered a baseline of proficiency by the OECD, ranged from 3 percent in Shanghai-China to 60 percent in Peru. In the United States, 17 percent of U.S. 15-year-old students scored below level 2, which was not measurably different from the OECD average of 18 percent. The U.S. percentage was higher than 14 education systems, lower than 33 education systems, and not measurably different than 17 education systems. The percentage of low performers in reading in the United States overall (17 percent) was higher than the state of Massachusetts (11 percent), but not measurably different than Connecticut (13 percent) and Florida (17 percent) (figure R1a, table R1b).
• Average scores in reading literacy ranged from 570 in Shanghai-China to 384 in Peru. The U.S. average score was 498, which was not measurably different from the OECD average of 496. The U.S. average was lower than 19 education systems, higher than 34 education systems, and not measurably different than 11 education systems. The U.S. average was lower than the U.S. states Massachusetts (527) and Connecticut (521), but not measurably different than Florida (492) (table R2).

Eighteen education systems had higher average scores than the United States in all three subjects. The 18 education systems are: Australia, Canada, Chinese Taipei, Estonia, Finland, Germany, Hong Kong-China, Ireland, Japan, Liechtenstein, Macao-China, Netherlands, New Zealand, Poland, Republic of Korea, Shanghai-China, Singapore, and Switzerland. The U.S. states Massachusetts and Connecticut also had higher average scores than the United States in all three subjects (tables M4, S2, and R2).
U.S. Performance Over Time

• The U.S. average mathematics, science, and reading literacy scores in 2012 were not measurably different from average scores in previous PISA assessment years with which comparisons can be made (2003, 2006 and 2009 for mathematics; 2006, and 2009 for science; and 2000, 2003, and 2009 for reading) (table T1).

U.S. Performance on Computer-Based Assessments

• On the computer-based mathematics literacy assessment (administered in 32 education systems), average scores ranged from 566 in Singapore and 562 in Shanghai-China to 397 in Colombia. U.S. 15-year-old students had an average score of 498, which was not measurably different from the OECD average of 497. Twelve education systems had higher average scores, 8 had lower average scores, and 11 had average scores that were not measurably different than the United States (table CM2).
• On the computer-based reading literacy assessment (administered in 32 education systems), average scores ranged from 567 in Singapore to 396 in Colombia. U.S. 15-year-old students had an average score of 511, which was higher than the OECD average of 497. Seven education systems had higher average scores, 17 had lower average scores, and 7 had average scores that were not measurably different than the United States (table CR2).

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http://nces.ed.gov/surveys/pisa/pisa2012/index.asp

How Teachers Are Rated ...

How teachers are rated in 21 countries around the world

Teacher pay, the influence of unions and levels of respect are looked at in a global survey on how teachers are viewed

Whether people think unions have too much influence over teacher pay was one of the questions asked in the global survey. Photograph: Sang Tan for Associated Press

Teachers in China have the greatest respect from people in their country, according to research examining attitudes to teachers around the world. It was the only country where people compared teachers most closely to doctors, with the majority of places opting for social-workers, and in the case of the US, Brazil, France and Turkey, librarians.

The UK and the US ranked in the middle of the Global Teacher Status Index, and were beaten by South Korea, Turkey, Egypt and Greece, which all valued their teachers more than any European or Anglo Saxon country. Israel was at the bottom of the index, which was based on a survey of 21 countries.

The index, written by Professor Peter Dolton and Dr Oscar Marcenaro-Gutierrez, is the first comprehensive attempt to compare the status of teachers across the world and is published by the Varkey GEMS Foundation. In each country, 1,000 people were asked about whether teacher earnings were fair, if they'd encourage their own children to become teachers and whether unions had too much power.

Below, we've pulled out some of the most interesting findings below.

1. The status of headteachers is higher in the UK than in any of the other countries polled.

2. Parents in China, South Korea, Turkey and Egypt are most likely to give encouragement to children to become teachers. Whereas parents in Israel, Portugal, Brazil and Japan are least likely to provide positive encouragement. The UK scored in the middle.

3. Teacher salaries are at their highest in Singapore, with an average of $45,755. South Korea, USA, Germany and Japan are all above $40,000. The UK is at $33,377.

4. People in 95% of the countries polled support a higher salary for teachers than they currently earn. However, Japan, France and US judge that teacher pay is between 6% and 55% higher than is considered fair.

5. Across Europe there are higher levels of pessimism on students' respect for teachers than in Asia and the Middle East. In China 75% of respondents believe that students respect teachers, compared to an average of 27% per country.

6. In all 21 countries, more than 59% of people think teachers ought to be paid according to the performance of their pupils. The average across countries was 75%.

7. Opinion was divided on the influence teaching unions have over teacher's pay and conditions. In the UK, and in many European countries, the majority of people support unions having a greater influence. However, countries where there is the most recent history of teacher unrest – such as Japan, Greece, France and the US – believe unions have too much influence.

8. In the UK, the actual wage of teachers is lower than what people perceive to be fair. Respondents thought teachers ought to be awarded pay that is 15% more than current teacher wages. Some 74% of respondents thought teachers should be paid according to their pupils' results.

9. Finland, Switzerland and Singapore have the most faith in their education system, and South Korea, Egypt and Japan have the least. The UK comes seventh.

10. Teachers are given satisfactory or positive trust ratings in every country polled. The average trust rating is 6.3 out of 10 and no country gave a rating below five. Finland and Brazil have the most trust in their teachers. While Israel, South Korea, Egypt and Japan hold the least.

http://www.theguardian.com/teacher-network/teacher-blog/2013/oct/03/teachers-rated-worldwide-global-survey

Kesalahan

.... ingatlah selalu untuk bersenang-senang. Ini hanyalah sebuah permainan. Kadang anda menang dan kadang anda belajar. Tetapi bersenang-senanglah. Kebanyakan orang tidak pernah menang karena mereka lebih takut kalah. Itu sebabnya saya mendapati sekolah itu amat bodoh. Di sekolah kita belajar bahwa kesalahan itu buruk, dan kita dihukum karena berbuat kesalahan. Namun jika kita melihat cara manusia didesain untuk belajar, kita belajar dengan membuat kesalahan. Kita belajar berjalan dengan jatuh. Jika kita tidak pernah jatuh, kita tidak akan pernah berjalan. Hal yang sama juga benar dan berlaku saat belajar naik sepeda. .... Kegagalan adalah bagian dari proses keberhasilan. Orang yang menghindari kegagalan juga menghindari keberhasilan.
(Kiyosaki. Rich Dad, Poor Dad. p.143)

You are what you learn

Kebanyakan dari kita tentu sudah mendengar perumpamaan, 'Anda adalah apa yang anda makan." Saya mempunyai pandangan yang berbeda atas perumpamaan yang sama. Saya mengatakan, "Anda menjadi apa yang anda pelajari." Dengan kata lain, berhati-hatilah dengan apa yang anda belajar dan pelajari, karena pikiran anda begitu kuat sehingga anda menjadi apa yang anda letakkan dalam kepala anda. 
(Rich Dad, Poor Dad. Kiyosaki. p.200)

Teachers as PEOPLE BEHIND THE SCENE

Check this out.

Mark 2:1-5
A few days later Jesus went back to Capernaum, and the news spread that he was at home. So many people came together that there was no room left, not even out in front of the door. Jesus was preaching the message to them when FOUR MEN ARRIVED, carrying a paralyzed man to Jesus. Because of the crowd, however, THEY COULD NOT GET the man to him. So THEY MADE a hole in the roof right above the place where Jesus was. When THEY HAD MADE an opening, THEY LET the man down, lying on his mat. Seeing how much FAITH THEY HAD, Jesus said to the paralyzed man, "My son, your sins are forgiven."

How do we see these phrases as teachers and educators?
These four men just played their part in taking a paralyzed person to God.
They were not known by names. There is no mention of them in specific. They seemed to be ignored after that. The paralyzed man was healed. But then, what about them?

I think this should also be the role of teachers in taking the children to a well-being person. To make them educated and have a future. Teachers should not care about whether they will be recognized or not. They should be just TEACHers.

KIS - KeepItSimple

.... Pertanyaannya adalah, bagaimana anda menyampaikan dan mengajarkan subjek yang paling membosankan dan membingungkan ini kepada anak-anak? Jawabannya adalah, SEDERHANAKANLAH... (Rich Dad, Poor Dad by Robert Kiyosaki. p. 61)

This philosophy applies to all subjects that might be considered boring, difficult, and painful by students.