World Class Learners: Educating Creative and Entrepreneurial Students

by Yong Zhao

Prepare your students for the globalized world!
To succeed in the global economy, students need to function as resourceful, flexible and creative. Researcher and Professor Yong Zhao unlocks the secrets to cultivating independent thinkers who are willing and able to create jobs and contribute positively to the globalized society. This book shows how teachers, administrators and even parents

Genres: Education, Nonfiction, Teaching, Parenting, Adult, Entrepreneurship

282 pages, Kindle Edition

First published June 26, 2012

About the author

Yong Zhao is a Foundation Distinguished Professor in the School of Education, with a courtesy appointment in the School of Business, at the University of Kansas. He is also a global chair in education at East China Normal University. He previously served as the presidential chair and director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology and executive director of the Confucius Institute as well as the US-China Center for Research on Educational Excellence. His works focus on the implications of globalization and technology on education. He has published over 100 articles and 30 books.

Reviews

[Jeremy Johnston · Rating 4 out of 5]

Zhao raises a number of excellent points about the world our children are facing (and will face). He provides interesting and relevant data about the changing workforce and demographics of our increasingly "flat" world. Like most books on education, however, he also presents a "silver bullet" solution to education's problems--which, in my experience, is rarely the case. He calls for "product-oriented-learning" which is modeled after initiatives implemented by High Tech High. Essentially, students should work on tasks that have an immediate real-world application. Essays or projects created for teachers to evaluate is a waste of a student's time and effort. I have often lamented the fact that student writing (no matter how bad) always has an audience: the teacher. In the real world, only good writing is read... (even good writing, if too long, is rarely read...). I believe there needs to be more writing tasks with authentic applications. So I appreciate Zhao's push for "authentic learning applications" as opposed to assessment designed for the synthetic school environment. But "training ground" and "practice" activities have a place. I also believe that not every benefit from an academic environment can be related to producing a marketable "product." As a teacher of the humanities, I believe that reading literature enables students to become more human and encourages them to behave more humanely. Business ethics, for example, should not be marketed as a product; it should be inculcated into the fabric of our students' hearts and minds. Granted, the ethics of business could be best taught while working on a business project.

My main concern is that he calls for a radical paradigm shift without providing substantial evidence or convincing data to support his ideas. Some of the data he does include is cryptic and misleading (e.g., marginally significant or even insignificant negative correlations between PISA scores and GEM rating). The data he presents, if examined closely, is not consistent from chart to chart (e.g., different countries are compared at different times rather than tracing "Ireland" or "Canada" in all of his charts). Even more disturbing is his deliberate exclusion of evidence that contradicts his thesis. The most glaring is incomplete data about PISA scores and GEM entrepreneurial rating--for example, Canadian students score very high on PISA (13th in the world) AND Canada scores very high on GEM's entrepreneurial rating. His thesis that PISA success (which evaluates traditional learning) is a negative indicator of entrepreneurial drive. What about Canada? Where he ultimately goes wrong is his narrow comparison between China and the USA on an educational plain; in fact, the two superpowers differ on an ideological plain: Western Civilization (Greco-Roman) innovation and individualism vs Eastern Civilization Confucianism and conformity. Perhaps studying "history" for the sake of illumination instead of product-based pragmatism is just as important after all...

[Pete Welter · Rating 5 out of 5]

Yong Zhao is one of the educational thinkers whose views resonate with me the most. In this, his latest book, he looks the entrepreneur as the model for what it will take make one's way in the 21st century. He generalizes the meaning of "entrepreneur" away from a specific focus on business to - and a I love this phrase - "entrepreneurship refers to a person's ability to turn ideas into action." I've found the same to be true, that the same skills and processes used by entrepreneurs to create businesses can be used to adapt and thrive in an environment where the traditional roles and jobs are decreasingly relevant.

The core of his argument against standardized learning and testing is twofold:
* the evidence that PISA (international standardized tests) test scores are negatively correlated to entrepreneurial ability of a country
* that to be successful at raising standardized test scores, an educational system works exactly opposite to the forces that create great entrepreneurs.

and postulates that the reason that the US still produces the buik of the world entrepreneurs is because - in my words - we suck at standardized education. Places like Singapore, China and Japan are much better at it than we are, but they are trying to modifying their education system to turn out more entrepreneurs. His point is that the US needs to stop trying to emulate China, and start working at actively supporting entrepreneurial values in education rather than accidentally falling into them.

I have a few nitpicks with his "educators view" of what entrepreneurism is, but overall I agree totally entirely with his view on the future of education. If you see education as something beyond standardized testing, this book is a must-read.

[Matt · Rating 5 out of 5]

Terrific resource. Dr. Zhao makes a strong connection between standardizes tests and lack of creativity. His distinction between problem-based learning and project-oriented learning helped give me a clearer understanding of what PBL is and should be.

[Yang Ch'ng · Rating 4 out of 5]

In World Class Learners, Zhao makes a compelling yet widely-known case that the future economy will change so drastically it will demand a different set of skills from today's young learners. Not many educators will be willing to deny this. However, Zhao's proposal to shift the entire paradigm of education from a top-down, centralised, standardised, and metric-driven system to a free-for-all individualised and 'entrepreneurial' system veered more on the idealistic side than the pragmatic.

First of all, education is a community-based institution that serves communities more than it serves individuals. While individuals should have some voice to determine how their communities are run, Zhao's assertion that individualised education will bring out the best of all students sounds farfetched -- for this to be successful, everyone has to have 1) equal and unhindered freedom of movement to relocate where they wish, and 2) has undeterred access to expensive infrastructure that can connect with people from different social spheres and cultures.

Second of all, Zhao's vision of entrepreneurial schools require drastic changes before they can materialise. From retraining all educators to funding costly 'flexible' physical environment, there are numerous other obstacles ranging from cultural to financial considerations which question the viability of Zhao's ideas. If anything, Zhao's ideas cater predominantly for the wealthy economies.

Lastly, as promising as entrepreneurial schools are, there is simply not enough data to back claims that students from the model schools Zhao mentions in his book (e.g. High Tech High) will inherently be the sole answer to changes in the world order/economy. Without any data to back myself up, perhaps Zhao could invest more time for more humble exploration into a hybrid education model to combine entrepreneurship with conventional education practices as this may prove more effective.

To conclude, Zhao makes many compelling arguments for schools worldwide to foster creative and entrepreneurial skills but falls short in pragmatically exploring viable changes that need to be implemented.

[Chris Bell · Rating 5 out of 5]

This is an excellent read. It supports a genuine challenge to the historical paradigm that drives much of what we see in education today. What is refreshing is the discussion of a blueprint for a new and possibly more effective paradigm to support success in the 21C. I will be taking from the many valuable sources for further research.

[Nidhi]

Author spoke at Wellington

[Seán Mchugh · Rating 2 out of 5]

To be honest I couldn’t bring myself to read all of this book ... having read the introduction and the conclusion it became very apparent that this book may be aspirational but it’s far from having any potential to be transformational or even particularly useful.

I did skim the rest of the book, and encountered some interesting anecdotes, but for the most part it’s very much one of those “pie in the sky when you die“ books, where the author picks a handful of schools that form a minuscule percentage of the educational experiences that are available and then makes those the sole focus of his thesis, the fact that the schools are so incredibly rare should come with a little more awareness of the criticism that is bright leveled than is evident in this book.

I am conflicted, as I honestly can see the value of this kind of education, albeit in the latter years, I still find it stunning that we force teenagers to follow a prescribed curriculum right up until the age of 16, or where I work up until the age of 18; why can’t we give these students more freedom once they have completed their primary/elementary schooling?

I also find it quite alarming that Zhao appears to be completely oblivious of the huge weight of research that criticises the project-based learning approach and that forms a very powerful argument for the need for a knowledgebase curriculum particularly in the early stages of a child development.

Ultimately I can appreciate that this book was written several years ago andwas effectively a precursor for the book that Zhao published more recently which is a far better book them this, and shorter. If you’re looking to read something that is useful by Yong Zhao, I suggest you skip this one and go for his much better work “what works may hurt” instead.

[Kevin Pugh · Rating 5 out of 5]

When it comes to education, we want to be China. China has remarkable test scores. But did you know that China wants to be us? China wants Jobs - Steve Jobs. America produces a remarkable number of innovators, entrepreneurs, and great thinkers. China thinks the US education system might have something to do with this. Yong Zhao agrees and in his book he highlights what the US system is doing well (by accident) and what we need to do to truly create an education that fosters creativity and entrepreneurship. He also cautions of the dangers of chasing test scores and trying to be like China.

A general take-way from the book is this: The kind of education that is successful at fostering high standardized test scores is not necessarily the kind of education that is successful at fostering creativity, critical thinking, and self-directed action.

[Danielle · Rating 5 out of 5]

Dr. Zhao provides the evidence and context for what most progressive educators suspect: standardized tests are the opposite of meaningful learning... specifically, they kill creativity and squelch entrepreneurial spirit. A must read for educators, administrators, and most especially for policy makers.

[Geri]

Easy to read and essential for 21st century educators. Zhao focuses on the essential elements of education and testing is not one of them. What is needed now is critical thinking, freedom to create and invent, the freedom to dissent and the ability to foster entrepreneurs in all our children.

[Karen · Rating 4 out of 5]

This book made me think of Jean Anyon and the hidden curriculum of schools <3 http://www1.udel.edu/educ/whitson/897...

[Bev DeVore-Wedding · Rating 4 out of 5]

Good information on how to engage ALL students

[Mr. Holt · Rating 5 out of 5]

Every teacher, parent, school leader, and anyone else affiliated with schools around the world needs to read "World Class Learners" by Yong Zhao. In this eye-opening reference manual for how schools should be operated, the author asserts the idea that school systems around the globe, and not just in America, are broken and in need of some big repairs. He blames this failure on national curricula and standardized testing. Students are being prepared to work in factories doing the same thing everyone else is being prepared to do. There is a lack of creativity. He proposes creating "free" schools that promote student autonomy, creativity, critical thinking, and the entrepreneurial mindset. He references several schools around the world that are already doing this with much success. While the book is loaded with statistics and case studies to prove his point, the heart of the book is important for all of us working in schools. Change needs to happen soon because the world is running out of jobs and resources. I recommend this book to any school person in need of a wake-up call.

[Jason Lilly · Rating 5 out of 5]

Full of staggering statistics, Zhao's approach to education is both controversial and brilliant. Unlike many other books with a similar approach, though, Zhao offers practical and powerful solutions. I was both disturbed and inspired by this book. Every teacher should read it and see why the trend of creating "good employees" or "good college students" needs to end. The education system should instead seek to empower students to be creators, innovators, pioneers, entrpreneurs.

I want to personally thank Yong Zhao for writing a book that says what needs to be said in a way that is approachable and not condescending to teachers. If you work in education, whether you are an administrator, counselor, or teacher, please read this important book.

[Elaine van der Geld · Rating 2 out of 5]

Beyond the fact that this book contains numerous dubious claims, it does not represent a real paradigm shift that will help schools and students improve. By pitting entrepreneurship against the model of "factory line" schools the book still takes the implicit position that schools are places in which we prepare students to be workers and producers in the market. It is not until the final essay, which elevates this book from a one star to a two, that anybody discusses ethics, empathy, or citizenry. Given the challenges of climate change, war, terrorism, and refugee crises we need students who are prepared citizens. Who are critical readers. Who can stand up for what's right in the world. World class learners are not ones who've been trained for a volatile job market. My best advice: skip this book and read anything else.

[Lorne Br · Rating 4 out of 5]

I chose to read this book because of my current transition from U.S. public school art teacher to a Chinese private school art/IT position. My respect for Zhao is incredibly high and I appreciate all that he is doing to provide context for the Western's desire to compete with Eastern's test scores. That being said, I found this book somewhat vague compared to the research-driven books in the same genre. Instead of providing novel ideas based on new research, he really just synthesizes some of the known new approaches. Daniel Pink, Summerhill School, and LA's High Tech High are used to convince the reader that the Western's "failing" education system is accidentally producing the innovation that China so desires.

[Nicole Colter · Rating 5 out of 5]

This book was extremely valuable to me as I am embarking on my own exploration of what we can do to cultivate children who are innovative, entrepreneurial, creative and can think for themselves. Yong Zhao discusses how the US is trying to compete with China but exposes how while China may get better scores on standardized tests, their students grow lacking entrepreneurial and innovative capacities. He highlights how we are chasing the wrong metrics and how education stifles the entrepreneurial spirit that has been a hallmark of US culture for centuries. He advocates for Product-Oriented Learning which is intriguing and so this is another book I will keep coming back to as I continue exploring this topic.

[Jen · Rating 3 out of 5]

Really 3.5 stars. Zhao, as many others have also done, makes a strong case against standardized testing. However, he makes the same mistakes many others make when talking about fixing the educational system: before we can fix the educational system, we need to come to an agreement as to what the purpose of the educational system is. There will also never be one solution that will work for every student. Zhao's one-size-fits-all solution is entrepreneurial skills, which sound to me like the 21st Century skills others are promoting with a different label. There are good ideas in this book, but . . .

[Chrissi · Rating 5 out of 5]

I liked Yong Zhao's book better than the Tony Wagner "Creating Innovators" for the simple fact that I felt I learned some more about education as a whole - and what we can do to make it better. I don't believe in standardized learning. I believe kids should explore, learn boundaries but also learn to push them, and they should get their hands dirty. They should learn empathy, compassion, and - fun. Learning can be fun, but we've turned it into a fill-in-the-blank monstrosity that kills creativity and individual spirit. These things are what the world really needs in order to have the problems of today sorted out by the thinkers of tomorrow.

[Joe · Rating 4 out of 5]

Yong Zhao does an excellent job of describing what a homogeneous curriculum can do to creativity and global thinking. He brings to light the reality that the United States produces remarkable entrepreneurs and products desired by many countries. We are able to do this because of our lack of national testing and flat curriculum. Countries are now getting away from that standardized model, while we have flipped our thinking towards chasing test scores. Dr. Zhao's portrayal of a United States on the brink of stifling creativity and entrepreneurship kept me very interested.

[Dwight · Rating 5 out of 5]

If you are interested how education should be this is a book for you. It debunks the idea of high standardised test scores as being a true measure of potential. In fact it proves the opposite. Looking clearly at the fact that education has been geared toward producing good employees and then looking at a poor job market walks us through the idea of training entrepreneurs instead of employees. It's a great read, and very informative.

[Lee · Rating 3 out of 5]

The book reads well and puts forward some exciting ideas about fostering creativity and entrepreneurship in education. In theory, much of it sounds achievable, and there are definitely concepts that could be incorporated into teaching practice. However, the realities and complexities of classroom teaching feel somewhat overlooked. As a source of inspiration, it’s valuable — but as a complete shift in how schools operate, it may not be entirely realistic.

[Kim · Rating 5 out of 5]

I rated this 4 stars until reading the last chapter. I am particularly taken by Yong Zhao's distinctions between different implementations of PBL (Problem Based Learning), and found the final chapter and his list of "indicators of a school oriented to prepare citizens in the age of globalization" exceptional.

[Samuel Lubell · Rating 3 out of 5]

This is more an argument for teaching entrepreneurship than anything else. The main argument is that even though nations like China and Japan outscore the U.S. on international tests, they do far worse than us on the things that count economically. So, we should not try to emulate their education system that stresses rote learning at the expense of creativity.

[Trever · Rating 5 out of 5]

Excellent book... I feel refreshed after reading something with the same views as mine. At the school that I am we are concerned about test scores and ACT scores we forget everyone the other students who aren't going to college or don't know what they want to do.

We need to be creating learners.

Wonderful read.

[Barbara Lovejoy · Rating 5 out of 5]

WOW!!! The author gave me lots of things to consider for Esperanza--a whole new way of looking at education.

[Kiffany Lychock · Rating 4 out of 5]

Excellent book - great data to back up dr.zhao's assertions about the dangers of standardizing education. Highly recommend to anyone interested in transforming the American Education system.

[Linda Buniak · Rating 5 out of 5]

Excellent book that gives a good description of what educational reforms should look like in order to create life long learners in the 21st century.

[Mills College Library]

370.11 Z634 2012

[Zohaib Noorani · Rating 5 out of 5]

Gives you amazing insight about how fast the concept of learning is changing. And how the world class learners adapt themselves to pace up their learning process.