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Camps-In November And December 2011 In Singapore

By admin On March 22, 2011 No Comments

Kids Invent Camp on 17th December 2010-Group Photo of the Happy KidsKids Invent Camp on 17th December 2010 in Singapore-Photo of the Happy Kids.

Kids Invent is a program that develops and fosters 21st century skills.

It is a wildly creative workshop for children aged 6 to 14 years. It inculcates skills like critical thinking, problem solving, communication, collaboration, creativity & innovation. It ignites these qualities through a hands-on experience through a child’s natural instinct to play. (http://atc21s.org)

(KI!) camps were created by Edwin Sobey, Ph.D., author of “Inventing Stuff,” a kid’s guide to inventing and creativity, and executive producer/host of “The Idea Factory,” a television show on science, technology and creativity for kids in U.S.A.

During the Camp, the children will create their own Toys.

7 Benefits for your Child
• Stimulate creative instincts through Invention
• Help participants understand and utilize scientific principles through experimentation
• Develop tactile & co-ordination skills by building mock-ups
• Help develop a problem-solving mindset to improve on designs.
• Improve language & presentation skills
• Demonstrate the value of teamwork
• Encourage spirit of Entrepreneurship

Camp fee $495 – 5 days December 5th – 9th M – F, 9am – 5pm (Fees include materials + Halal Lunch)
Registration fee $30
Early Bird Special price of $413. Register by 15th Nov 2011.

To Enroll Your Child:

Click here for the Registration Form, print and fill it up and mail it together with a cheque as per the instructions in the form

Contact: Vincent 9168 2123 Email: vincent [@] americaniie.com

There are a limited number of seats, available on a first come, first served basis. So hurry! Book now!

Or you may click the “Add to Cart” button below now!

Oh, I almost forgot. In case you already have some previous engagements and could not attend the wildly creative, fun and exciting 5 Days $413 Holiday Camp but would like to attend for only two days, click the drop-down menu to select 2 Days $208.00 and then Click the “Add to Cart” button.

The two-day camps will be held on the following dates and venues:
(1) 21 & 22 Nov at SAFRA Tampines
(2) 28 & 29 Nov at SAFRA Yishun
(3) 12 & 13 Dec at SAFRA Mount Faber


How Many Days?

Click here for flyer:
Kids Invent Holiday Camp in Singapore in December 2011.

To read about the NIE TE21 Summit on 2 Nov 2010, “Teaching and Learning of 21st Century Competencies in Schools” the topic covered with a Presentation by Education Programmes Division/MOE by Mrs Chong-Mok Wan Yee, Senior Guidance Specialist click HERE.



Education in Singapore

By admin On January 6, 2011 No Comments

Singaporean students has from time to time, grabbed world headlines in the academic arena, given their stellar performances in examinations. This has led to the general belief in developed and industrialised nations alike, that the Singapore education system is the ideal model to follow. In turn, this has brought about a high demand worldwide for workers who are educated and/or trained in that tiny island state.

These news are hardly surprising to the native Singaporean as the majority of Singapore students are groomed from a tender age of 3 years, to become literate in both Mathematics and English subjects. Enrichment classes are plentiful in most housing estates where schools and private learning centers operate. Tuition centers are also thriving in these good times. Some centers have extended networks or branches throughout the nation.

In recent times, however, the Singapore education has begun charting a new direction and that new course has to do with 21st Century competencies. Its been highlighted on the education front, that our students, bright as they are in the examinations for core subjects, lacked critical thinking skills that would enable them to succeed in the new world.

One of the initiatives by the Ministry of Education is to structure a new sub-curriculum to be incorporated into the schools system, called the Program for Active Learning (PAL). This extended MoE’s framework aims to nurture each student to be a confident person, able to discern right from wrong and exercise sound judgement, to be an effective communicator and being responsible for his or her own learning.

A tall order, one could say, given the culture of rote learning already perfected in our present system.

With help from The American Institute of Innovation and Entrepreneurship, an Education vendor, this crusade can possibly see success in a much shorter time frame.

By: JS



Kids Invent-A Resounding Success In Singapore

By admin On December 21, 2010 1 Comment

Kids Invent is now in Singapore. On 17th December 2010, more than 100 kids gathered at the Asia Office of the American Institute of Innovation & Entrepreneurship for the inaugural Kids Invent Toys Camp.

They learned how to be creative thinkers and be innovative and they thoroughly enjoyed themselves.

We are so sorry that some children had to be put on the waiting list due to the overwhelming demand. We will reserve places for you at our next camp on 15th March 2011. Check out the details and register at: Kids Invent-Overnight Camp-15 to 16 March 2011.

Here are some of the photos:

Kids Invent Camp on 17th December 2010-Group PhotoKids Invent Camp on 17th December 2010-Group Photo.



Inventing To Learn

By admin On December 20, 2010 No Comments

edsobey
Ed Sobey, Ph.D.

Northwest Invention Center

Envision a room of students working self-directed, eagerly seeking information, measuring the results of their projects and having fun learning.  Welcome to Inventing to Learn.

Intuitively, curriculum designs for learning would be modeled on the processes used by the world’s most eager learners.  Curriculum developers would model programs on how inventors, artists, and other creative people learn and, more importantly, on why creative people learn.  Sadly, this is rarely done.

Mihaly Csikszentmaihalyi Creativity shows the motivating factors for creative people lie in the process they use to create.  His Flow is the key to getting kids (or anyone) to learn.  We apply it to learning in elementary and middle schools focused on learning science, teamwork, design and build skills, and entpreneurship, but it can be focused on other disciplines equally well.  Inventing Toys – Kids Having Fun Learning Science and the soon to be published Loco-motion (both by the author) describe how to apply Csikszantmailalyi’s process to learning science.

Getting kids excited to learn is easy. They learn naturally, exploring what interests them along a directed line of inquiry.  By allowing teams to work independently, with clear and measurable goals and self-evident feedback on their progress, they eagerly engage in learning.  Competing with other teams for measured success in the marketplace of ideas drives teams to work even harder and concludes with each team convinced it won.

As easy as “inventing to learn” is to implement in after-school, weekends, and holiday programs, it is seemingly impossible to implement full-time in schools.  Although it is a far more engaging and effective way to learn than traditional pedagogies, inventing to learn violates the unwritten rules of schools: teachers teach, students take tests, class periods are 50 minutes, classrooms must be tidy, and everyone must be doing the same activity.  It also violates the fundamental rules teachers lay down for students: do not make mistakes, go slowly, don’t get ideas from others, and don’t be creative.  Inventing to learn espouses the rules innovators follow: work fast, make mistakes as quickly as you can, get ideas every place you can, and dare to try new approaches.

To launch kids on learning, the standard process is start with a lecture.  Instead, inventing to learn starts with a challenge, for example:  “Can you build a car powered by a balloon that travels across the room?”  Kids eagerly accept the challenge and that triggers a sudden shift in responsibilities.  Students become responsible for learning whatever is needed to make their car succeed. Teachers switch from being providers of information to being design studio directors, responsible for providing materials, encouragement, and questions that stimulate thinking in new directions.

After the mad rush for materials and the realization that the seemingly easy challenge isn’t easy, teams sketch ideas and make mock-up models.  Each expresses ideas in the most comfortable learning style: drawing, talking, or building. They test their models and discover the flaws in design. Stationed at the test station the teacher forces each team to observe and report what happens, hypothesize a cause for the result observed, and pick one variable to change for the subsequent test.  The students are doing science.

“Where does the learning come in?”  That question is often raised, meaning: “When do you tell them the content?”  They learn largely without being told.  The telling provides verbal handles for what they just learned.  The doing provides the learning and the telling gives them a way to talk about it.  The doing also provokes interest and provides context that lead to a willingness to listen.

The learning comes in several ways and at several times. Mostly important is the hands-on learning: kids designing, building, testing and improving.  In these processes they learn teamwork, problem solving, tool and materials use, and science. They learn science the way scientists learn it – through thoughtful experimentation.  Experiencing the energy-draining consequences of friction while trying to get a model car to travel far is a more effective means of learning than is talking about friction.

In most schools, kids don’t do science or rarely do science. Instead, they participate in science education.  They mostly listen, watch, and read about science without doing science. Consider that if kids listened, watched, and read about recess instead of actively doing recess, they would be happy to skip it, too.  As Csikszentmaihalyi tells us, you have to engage in a challenging, open-ended activity to enjoy it.

Kids learn science through real world experiences: making an electrical circuit, getting cars to travel far, and making a rocket fly.  They also learn science from each other – they share information. Information shared from peers seems to carry a higher credibility and value than information given by non-peers.

The teacher, freed of the responsibility to provide group instruction and to apply discipline (the freedom to invent is so attractive that discipline problems vanish), can work individually with each team of students.  At the teachable moment, she or he asks questions to lead teams to a better understanding of the science, points out fundamental science concepts, and encourages teams to try new experiments.  Noticing a naïve misunderstanding manifested in design, he or she ensures that teams test their model to see that it doesn’t and won’t work.

In addition to designing and building models to test, projects involve making measurements, collecting and analyzing data, and making reports.  In some programs final report generation includes historical research, creating business plans (for companies to make and sell the inventions teams have created), and making web pages.  In all programs, we encourage kids to continue inventing and experimenting at home to continue learning. A high percentage do.

We launched our first experiments in inventing to learn at California State University, Fresno in 1997 at a summer camp.  Kids loved the freedom and encouragement to be creative, and learned a variety of skills and science content. Parents loved having happy and eager kids and appreciated having such an “un-school” learning environment.  The program (www.kidsinvent.com) has grown to include a variety of topics (including robotics, digital video, and flying toys) and is offered at universities and museums throughout the US.  Now it is available around the world.  In most cases, the programs are implemented as after-school activities, summer camps, or single class activities to cover specific science content topics. These single class activities will be ideal for home-school learning as well as in-school learning.

Inventing to learn is an organic method of learning – one that re-kindles the natural inquisitiveness and creativity in children.  It is the antithesis of “lecture and test” and not easy to implement in today’s environment.  But for educators longing to focus on learning instead of testing, inventing to learn provides a framework for success.



True Measure Of A Student-by Sandra Davie

By admin On December 15, 2010 No Comments

Singapore again proved to be an “educational superstar”, in the words of The New York Times, excelling in a new study of students’ ability to apply knowledge to real-life problems.

Students here were among the top performers in the Programme for International Student Assessment (Pisa) conducted last year, whose results were announced last week. This tests a 15-year-old student’s ability to apply skills and knowledge in mathematics, science and reading to real-life problems.

Singapore students came out fifth for reading, second in mathematics and fourth in science out of 65 countries and economies. Shanghai, like Singapore, also taking part for the first time, topped all three categories.

Singapore schools have, since the mid-1990s, participated in two other worldwide studies – the Trends in International Mathematics and Science Study (Timss) and Progress in International Reading Literacy Study – and aced them.

The Ministry of Education (MOE) said it decided to participate in Pisa because it tests skills the ministry wants to inculcate in students here. Over the years, curriculum and assessment have been chanaged to go beyond knowledge acquisition, to instill process skills, problem solving and critical thinking.

Singapore’s good performance shows that schools are on the right track. As an MOE official put it: “It proves that our students are not just ‘muggers’; they can apply what they have learnt in school to real life.”

Indeed, many students told the Straits Times in a report published on Monday that the test was easy, describing it as “simple”, “basic” and “no sweat”.

This was partly due to Singapore’s accelerated curriculum, so that a 15-year-old student here typically learns things earlier than his overseas peers, especially in science and mathematics. Some students and teachers felt the difficulty level of the test was equivalent to lower secondary standards here, which the average 15-year-old Secondary 3 student would have found easy.

The Pisa test serves as a useful marker for Singapore, and is a reassuring endorsement of existing efforts to go beyond acquiring, to applying, knowledge.

But before Singapore’s educators, parents and students start to believe in the hype that the Republic is indeed an educational superstar, it is timely to do a stock-take of the education system and look at areas which need improvement.

Beyond knowledge acquisition and application, what are the critical mindsets and skill sets today’s teenager needs, to equip him or her for the future?

We could, for a start, look at what Singaporeans are weak at.

One common refrain from employers is that newly minted workers from Singapore’s school system lack resourcefulness, out-of-the box thinking and the ability to challenge conventional wisdom.

What more can be done to address these shortcoming? Do they all relate to that vital ingredient called creativity, an old chestnut in the debate on educating the young for success in a knowledge economy?

Two years ago, the issue cropped up in an interview American journalist Fareed Zakaria conducted with then Education Minister Tharman Shanmugaratnam.

Mr Zakaria noted Singapore’s success on international maths and science exams, but asked Mr Tharman why Singapore produced so few top-ranked scientists, entrepreneurs, inventors, business executives and academics.

Mr Tharman noted that test scores did not correlate with success in life, and went on to observe that while “America has a culture of learning that challenges conventional wisdom, even if it means challenging authority”, Singapore was not able to do so well in areas such as “creativity, a sense of adventure, ambition”.

To be fair to MOE, this has been flagged as a priority area, and schools are trying to spark creativity in students.

Perhaps MOE and schools should get Singapore students tested in areas like creativity and inventiveness, to get a baseline of where Singapore is now, and track its progress in this area.

There is, for example, the Torrance tests of creative thinking, which have been used to test students in many countries, including Britain and the United States.

Some experts believe schools have a vital role to play in nurturing – or at least not killing off – that creative spark. Creativity expert Ken Robinson from Britain often cites a longitudinal study on divergent thinking – the ability to connect seemingly disparate and unassociated ideas, fundamental to any creative process.

When the 1,500 children were tested at kindergarten, 98 per cent were ranked at the “genius” level.

A study of the same group five years later ranked 32 per cent as geniuses at divergent thinking. Another five years on, only 10 percent obtained that ranking.

Why? He points the finger at at archaic school systems worldwide educating people as though the world were still in the middle of an industrial revolution.

He believed people are born with the capacity to think divergently, but lose that skill as they grow older, no thanks to learning structures and rules instilled in the classroom.

Singapore parents would empathise, as they observe how their own preschoolers, imbued with excited curiosity and wonder at everything, slowly grow up to become teenage “muggers” fearful of losing marks for making mistakes in exams.

Singapore’s performance in international tests from Timss to Pisa show our schools are adept at churning out good workers.

Singapore educators are now aiming higher – to nurture creative thinkers.

Perhaps it is time to aim beyond Pisa and shoot for Torrance to benchmark just where our students are now in creativity, and see how else we can get further.

Sandra Davie
The above is an article in The Straits Times Wednesday, December 15 2010 Page A2
By Sandra Davie
Senior Writer

sandra [@] sph.com.sg



Professor Dr Ed Sobey On Why We Should Promote Kids Invent

By admin On December 8, 2010 No Comments

Professor Dr Ed Sobey is the co-founder of Kids Invent. Kids Invent is a family of programmes that helps kids become creative, inventive and entrepreneurial.

Children today who grow up in test oriented schools don’t develop the mindset and critical thinking skills they need to compete in the 21st century.

Kids Invent helps them in a fun atmosphere which they love. Thus they enjoy being and working with other children in following their creative ideas.

Professor Dr Ed Sobey helped create the National Inventors Hall of Fame in the United States. As the first Director there, he met and interviewed the world’s most famous inventors such as those who invented the MRI, the CAT Scan and the Cardiac Pace Makers.

From them he learned why they were successful. He found out that they were not the best students in school, but yet they turned out to be the most successful inventors.

Ed then incorporated what he learned from them into the Kids Invent programmes so the kids can truly succeed.

So if you’re concerned about the future of children and their success in the 21st century you’ll want to join us in promoting Kids Invent!

For more information on Kids Invent Programmes, Licensing…
Call or sms Vincent at +65 91682123



Kids Invent – One-Day Camp By Professor Dr Ed Sobey

By admin On November 24, 2010 No Comments

I have 5 free tickets to be given away. 1st come, 1st served. Call/sms Vincent at +65 9168 2123 and give me the Child’s Name, Age, Gender, School, Home address and Parent’s name and Mobile Phone Number.

This is a one-day holiday camp for children ages 9 to 14. It will be an amazing one day full of activities. Friday 17th December 2010 (9 a.m. to 6 p.m.) at S$ 120 per child.

Venue: 12 Prince Edward Road, Bestway Building, Podium A, Level 6, Singapore 079212.

It will be delivered by non other than the Global Creativity Evangelist, Professor Dr Ed Sobey.

To secure a place for your child, transfer $120.00 to the following: OCBC Bank Account Number 588-070078-001. Send an email to vincent[@]globalbusinessowners.com to inform us. You may also call/sms Vincent +65 9168 2123.

Kids Invent provides education relating to higher order thinking skills for the 21st century.

If you are currently running a tuition centre or other private education centre you might consider getting into this exciting business. It is very relevant and complementary to your current business, and it will give you a competitive edge over other centers and give you first movers’ advantage in your field.

This education franchise is a USA brand with curriculums developed and accredited by Lyles Center for Innovation and Entrepreneurship, California State University, Fresno and KidsInvent. It is the only education programme I know of accredited by a state owned University.

The business aims to deliver 21st Century Skills which are critical for our children’s success in the world of tomorrow (not yesterday). The skills revolve around creativity, innovation, entreprenuership and softskills like collaboration and communication in a team. Examples are robotics, digital videos and invention of toys etc.

The two professors involved are renowned in this field – Dr Ed Sobey is highly regarded in the USA as he is Founder of Camp Invention and KidsInvent. His belief is children learn best when they are inventing toys and he uses this as pedagogy for learning maths and science concepts.

He is the author of 24 books on creativity and innovation for children. More than 40,000 children have gone through his camps in more than 850 centres.

Many countries, including Singapore are focusing on wholistic education, “teaching less but learning more”.

Professor Dr Timothy Stearns on the other hand, focuses on innovation and entrepreneurhip for adults and collegiate.

Our business can be conducted here and in 16 other countries.

As a business owner of a private education centre you can become a licensee of this program and be accredited by the university to carry out their curriculum for children, in after school programs as well as holiday camps.

Private Education Centres who become a Licensee become Accredited Centers for Kids Invent, Lyles Center for Innovation and Entrepreneurship, Californai State University, Fresno and can carry both their logos on their letterheads and stationeries.

More importantly, they would be able to offer Value-Added Curriculum from a World Class Brand for their students.

Just leave me your name and contact number and I would like to discuss this with you in greater details and will be calling you to arrange for a meeting within the week.

Register yourself or your friends if you want to listen to Professor Dr Ed Sobey Live! He will be speaking to Principals, HODs, Teachers, Business Owners, Business Leaders and Parents at the above-mentioned event at 3:00 pm on Friday 17th December 2010

Email: Vincent [@] GlobalBusinessOwners.com and leave your contact information.

Or Call/sms: Vincent at +65 9168 2123 giving your name and email.

If you want to enroll students for this one-day holiday camp personally conducted by Professor Dr Ed Sobey, register them through this channel and you stand to make a commission of 50% per student. Collect $120 per child and then register them.

Then transfer $60.00 per student to the following: OCBC Bank Account Number 588-070078-001. Send an email to vincent[@]globalbusinessowners.com to inform us.

Note:

The camp can take only a limited number of children and once all the places are filled registration would be closed.

First come, first served!

kidsinventcamp



Do Schools Kill Creativity? – Sir Ken Robinson

By admin On November 24, 2010 No Comments

Good morning. How are you? It’s been great, hasn’t it? I’ve been blown away by the whole thing. In fact, I’m leaving. (Laughter)

There have been three themes, haven’t there, running through the conference, which are relevant to what I want to talk about.

One is the extraordinary evidence of human creativity in all of the presentations that we’ve had and in all of the people here. Just the variety of it and the range of it.

The second is that it’s put us in a place where we have no idea what’s going to happen, in terms of the future. No idea how this may play out.

I have an interest in education — actually, what I find is everybody has an interest in education. Don’t you? I find this very interesting. If you’re at a dinner party, and you say you work in education — actually, you’re not often at dinner parties, frankly, if you work in education. (Laughter) You’re not asked. And you’re never asked back, curiously. That’s strange to me.

But if you are, and you say to somebody, you know, they say, “What do you do?” and you say you work in education, you can see the blood run from their face. They’re like, “Oh my God,” you know, “Why me? My one night out all week.” (Laughter) But if you ask about their education, they pin you to the wall. Because it’s one of those things that goes deep with people, am I right?

Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it’s education that’s meant to take us into this future that we can’t grasp.

If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue — despite all the expertise that’s been on parade for the past four days — what the world will look like in five years’ time. And yet we’re meant to be educating them for it. So the unpredictability, I think, is extraordinary.

And the third part of this is that we’ve all agreed, nonetheless, on the really extraordinary capacities that children have — their capacities for innovation. I mean, Serena last night was a marvel, wasn’t she? Just seeing what she could do. And she’s exceptional, but I think she’s not, so to speak, exceptional in the whole of childhood.

What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly.

So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born … no. (Laughter)

I heard a great story recently — I love telling it — of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did.

The teacher was fascinated and she went over to her and she said, “What are you drawing?” And the girl said, “I’m drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will in a minute.” (Laughter)

When my son was four in England — actually he was four everywhere, to be honest. (Laughter) If we’re being strict about it, wherever he went, he was four that year.

He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: “Nativity II.” But James got the part of Joseph, which we were thrilled about.

We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: “James Robinson IS Joseph!” (Laughter) He didn’t have to speak, but you know the bit where the three kings come in.

They come in bearing gifts, and they bring gold, frankincense and myrrh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterwards and we said, “You OK with that?” And he said, “Yeah, why? Was that wrong?” They just switched, that was it.

Anyway, the three boys came in — four-year-olds with tea towels on their heads — and they put these boxes down, and the first boy said, “I bring you gold.” And the second boy said, “I bring you myrrh.” And the third boy said, “Frank sent this.” (Laughter)

What these things have in common is that kids will take a chance. If they don’t know, they’ll have a go. Am I right? They’re not frightened of being wrong.

Now, I don’t mean to say that being wrong is the same thing as being creative. What we do know is, if you’re not prepared to be wrong, you’ll never come up with anything original. If you’re not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong.

And we run our companies like this, by the way. We stigmatize mistakes. And we’re now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities.

Picasso once said this. He said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is this?

I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare’s father was born. Are you struck by a new thought? I was.

You don’t think of Shakespeare having a father, do you? Do you? Because you don’t think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody’s English class, wasn’t he? How annoying would that be? (Laughter) “Must try harder.” Being sent to bed by his dad, you know, to Shakespeare, “Go to bed, now,” to William Shakespeare, “and put the pencil down. And stop speaking like that. It’s confusing everybody.” (Laughter)

Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn’t want to come. I’ve got two kids. He’s 21 now; my daughter’s 16. He didn’t want to come to Los Angeles. He loved it, but he had a girlfriend in England.

This was the love of his life, Sarah. He’d known her for a month. Mind you, they’d had their fourth anniversary, because it’s a long time when you’re 16. Anyway, he was really upset on the plane, and he said, “I’ll never find another girl like Sarah.” And we were rather pleased about that, frankly, because she was the main reason we were leaving the country. (Laughter)

But something strikes you when you move to America and when you travel around the world: Every education system on earth has the same hierarchy of subjects. Every one. Doesn’t matter where you go. You’d think it would be otherwise, but it isn’t.

At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there’s a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance.

There isn’t an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they’re allowed to, we all do. We all have bodies, don’t we? Did I miss a meeting? (Laughter)

Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.

If you were to visit education, as an alien, and say “What’s it for, public education?” I think you’d have to conclude — if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners — I think you’d have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn’t it?

They’re the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn’t hold them up as the high-water mark of all human achievement. They’re just a form of life, another form of life. But they’re rather curious, and I say this out of affection for them.

There’s something curious about professors in my experience — not all of them, but typically — they live in their heads. They live up there, and slightly to one side. They’re disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, don’t they? (Laughter) It’s a way of getting their head to meetings. If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there you will see it — grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.

Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented — around the world, there were no public systems of education, really, before the 19th century.

They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right?

Don’t do music, you’re not going to be a musician; don’t do art, you won’t be an artist. Benign advice — now, profoundly mistaken. The whole world is engulfed in a revolution.

And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they’re not, because the thing they were good at at school wasn’t valued, or was actually stigmatized. And I think we can’t afford to go on that way.

In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it’s the combination of all the things we’ve talked about — technology and its transformation effect on work, and demography and the huge explosion in population.

Suddenly, degrees aren’t worth anything. Isn’t that true? When I was a student, if you had a degree, you had a job. If you didn’t have a job it’s because you didn’t want one. And I didn’t want one, frankly. (Laughter)

But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It’s a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.

We know three things about intelligence. One, it’s diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement.

Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn’t divided into compartments.

In fact, creativity — which I define as the process of having original ideas that have value — more often than not comes about through the interaction of different disciplinary ways of seeing things.

The brain is intentionally — by the way, there’s a shaft of nerves that joins the two halves of the brain called the corpus callosum. It’s thicker in women. Following off from Helen yesterday, I think this is probably why women are better at multi-tasking. Because you are, aren’t you?

There’s a raft of research, but I know it from my personal life. If my wife is cooking a meal at home — which is not often, thankfully. (Laughter) But you know, she’s doing — no, she’s good at some things — but if she’s cooking, you know, she’s dealing with people on the phone, she’s talking to the kids, she’s painting the ceiling, she’s doing open-heart surgery over here.

If I’m cooking, the door is shut, the kids are out, the phone’s on the hook, if she comes in I get annoyed. I say, “Terry, please, I’m trying to fry an egg in here. Give me a break.” (Laughter)

Actually, you know that old philosophical thing, if a tree falls in the forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, “If a man speaks his mind in a forest, and no woman hears him, is he still wrong?” (Laughter)

And the third thing about intelligence is, it’s distinct. I’m doing a new book at the moment called “Epiphany,” which is based on a series of interviews with people about how they discovered their talent.

I’m fascinated by how people got to be there. It’s really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, she’s called Gillian Lynne, have you heard of her? Some have.

She’s a choreographer and everybody knows her work. She did “Cats,” and “Phantom of the Opera.” She’s wonderful. I used to be on the board of the Royal Ballet, in England, as you can see. Anyway, Gillian and I had lunch one day and I said, “Gillian, how’d you get to be a dancer?” And she said it was interesting, when she was at school, she was really hopeless.

And the school, in the ’30s, wrote to her parents and said, “We think Gillian has a learning disorder.” She couldn’t concentrate, she was fidgeting. I think now they’d say she had ADHD. Wouldn’t you? But this was the 1930s, and ADHD hadn’t been invented at this point. It wasn’t an available condition. (Laughter) People weren’t aware they could have that.

Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on a chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about all the problems Gillian was having at school.

And at the end of it — because she was disturbing people, her homework was always late, and so on, little kid of eight — in the end, the doctor went and sat next to Gillian and said, “Gillian, I’ve listened to all these things that your mother’s told me, and I need to speak to her privately.” He said, “Wait here, we’ll be back, we won’t be very long.” and they went and left her.

But as they went out the room, he turned on the radio that was sitting on his desk. And when they got out the room, he said to her mother, “Just stand and watch her.” And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, “Mrs. Lynne, Gillian isn’t sick, she’s a dancer. Take her to a dance school.”
I said, “What happened?” She said, “She did. I can’t tell you how wonderful it was.

We walked in this room and it was full of people like me. People who couldn’t sit still. People who had to move to think.” Who had to move to think. They did ballet, they did tap, they did jazz, they did modern, they did contemporary.

She was eventually auditioned for the Royal Ballet School, she became a soloist, she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School and founded her own company — the Gillian Lynne Dance Company — met Andrew Lloyd Weber.

She’s been responsible for some of the most successful musical theater productions in history, she’s given pleasure to millions, and she’s a multi-millionaire. Somebody else might have put her on medication and told her to calm down. Now, I think … (Applause)

What I think it comes to is this: Al Gore spoke the other night about ecology, and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity.

Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us.

We have to rethink the fundamental principles on which we’re educating our children. There was a wonderful quote by Jonas Salk, who said, “If all the insects were to disappear from the earth, within 50 years all life on Earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish.” And he’s right.

What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely, and that we avert some of the scenarios that we’ve talked about. And the only way we’ll do it is by seeing our creative capacities for the richness they are, and seeing our children for the hope that they are.

And our task is to educate their whole being, so they can face this future. By the way — we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.

NOTE:

TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world’s leading thinkers and doers are invited to give the talk of their lives in 18 minutes — including speakers such as Jill Bolte Taylor, Sir Ken Robinson, Hans Rosling, Al Gore and Arthur Benjamin. TED stands for Technology, Entertainment, and Design, and TEDTalks cover these topics as well as science, business, politics and the arts. Watch the Top 10 TEDTalks on TED.com, at

http://www.ted.com/index.php/talks/top10

In the Video above, Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.



Education In Singapore

By admin On November 22, 2010 No Comments

Education is at the top on the list of must haves for almost everybody in Singapore, and Education in Singapore is managed by the Ministry of Education (MOE). It is responsible for controlling, development and administration of public schools in Singapore.

For those who are unable to secure a place in the main stream, and for foreign students, you have alternative pathways-namely, private education. Please read on.

First of all, I would like to introduce you to:

Singapore Education
Singapore is a cosmopolitan city and a premier destination for lifelong learning complemented with world-class educational institutions. You will embark on a pedagogical journey that combines the best of global knowledge with the wisdom of Asian insights.

Here, you can immerse yourself in the widest range of educational offerings, and embrace a learning environment that is both inspiring and conducive. It is truly a place where you can enrich your mind and life.

Who we are
Singapore Education was launched by the Singapore Government in 2003 to establish and promote Singapore as a premier education hub and help international students make an informed decision on studying in Singapore. This multi-government initiative is shared by the Singapore Economic Development Board, the Singapore Tourism Board, SPRING Singapore, International Enterprise Singapore, the Ministry of Education and the Council for Private Education.

What we do
As the marketing and promotion arm for Singapore Education, the Singapore Tourism Board (STB) assumes the responsibility of attracting international students to Singapore. The STB works very closely with Singapore education institutions and education agents to reach out to potential international students through a range of promotional platforms, including roadshows, education fairs, education talks and PR and advertising. STB’s efforts are focused on:

* building international brand recognition for Singapore as a provider of quality education;
* providing platforms for our institutions to reach out to their target audiences;
* building credible marketing and information channels so that potential students have access to reliable information; and
* ensuring that international students have an enriching learning (and living) experience in Singapore so that they in turn can be valued ambassadors for Singapore.

For private schools or PEIs, how would I know whether the PEI that I am applying to is reputable and credible?
All PEI’s currently need to be registered with the Council for Private Education in order to operate in Singapore and the registration process takes into account the PEI’s corporate governance, quality of provision and information transparency.

In addition, PEI’s that take in international students need to have EduTrust certification. There are 3 levels of EduTrust certification – EduTrust Star (valid for 4 years), EduTrust (valid for 4 years) and EduTrust Provisional (valid for 1 year).

PEI’s must seek approval from the Council for Private Education to offer any external degrees offered in partnership with bona fide universities and they are only allowed to offer qualifications of up to Advanced Diploma level in their own name.

A Fee Protection Scheme has also been established to protect the tuition fees of students studying at PEI. It is a mandate that PEI’s have to either deposit the fees in an escrow account or purchase insurance protection administered by CPE-approved companies.

For more information about the list of PEI’s approved by the Council for Private Education, please click here.

For more information about the list of courses permitted by the Council for Private Education, please click here.

For General Information, please go to Singapore Education website.

FTMSGLOBAL ACADEMY






We Offer Scholarships
to Defray Part of the Course Fees
for Your Private Education
at Various Institutions such as
FTMS Global Academy.  

Apply below, Stating the Course Applying For
And the Name of Private Education Institution. 

Attention All Aspiring Individuals Of All Nationalities…..

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” World-Class Qualifications At 5-Star Facilities
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We have more than 24 years of Excellence in Education and is one of the biggest ACCA Tuition Providers in Asia with relevant experience and dedicated lecturers.

Our structured examination courses help to boost students’ learning abilities. Most significantly, our consistent effort to strengthen and uphold our values have lead us to enjoy ‘Green Lane’ processing of Student Pass.

Why Students Join Us

8High success rates at external examinations ofACCACFACATHKICPA QP and CIMA

7Achieved Internationally Recognised Platinum Status

6Consistently achieved higher passing ratesthan ACCA’s Global Standard.

5Provide you with a sound base on which to build a career in finance or related areas

4Offers a truly global qualification

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2World-Class Facilities

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For Details on All the Courses with respect to Fees, Course Duration, Entry Requirements, Assessments, Exemptions, Awards, Course Contents and Synopses and more, check out FTMSGLOBAL.

Then come back here to apply for your scholarship.