Showing posts with label school. Show all posts
Showing posts with label school. Show all posts

Sunday, January 17, 2010

China's children turn to golf in a bid to get ahead

As China's population continues to soar, wealthy parents who want their children to stand out from the crowd are having to make a special effort. Some, finds Michelle Tsai, are turning to sports that not long ago would have been seen as elitist.
Young golfers head to the greens for their lesson at a Beijing golf course.
Take-up of golf in China soared in line with the country's economic growth
This looked nothing like the Beijing I knew.
I was just west of Third Ring Road, one of the capital's gridlocked highways, but I could no longer hear the honking cars, rumbling buses, or the rut-tut-tut of the motorised rickshaws.
In fact, I could not even see the massive buildings that dominate this section of the city.
In front of me was one huge expanse of manicured green grass, an anomaly in this megalopolis of concrete.
The only sounds? The thwacks of golf balls being struck.
I was at a golf course in downtown Beijing, and striding toward me was Eddie Shi, who had arrived to fine-tune his long game.
He was flanked by his regular entourage: his father, his translator and his caddy, all of whom towered over him. Because Eddie is eight years old.
Competitive edge
With their wallets fattened by decades of unprecedented economic growth, wealthy Chinese parents have been trying to find new ways to give a competitive edge to their little ones.
One of the latest trends is enrolling children in sports more often associated with well-heeled Westerners, than China's new middle-classes.
Every week Eddie and his father, Shi Jian, make the three-hour drive from the nearby city of Tianjin.
They come to this course for the experienced coaching, Shi Jian, a manager at a Swiss pharmaceutical company, told me.
Here the coaches are foreign, which means Eddie can improve his English while he tinkers with his swing.
"Why would a Chinese eight-year-old like golf?" I asked.
"It's a gentleman's sport," Eddie told me, sounding more like one of those bow-tie-wearing, flannel-suited commentators from decades past.
Then he skipped off to fetch a golf ball printed with the Japanese robot cat Doraemon.
His father had these specially made as a reward, after Eddie hit a hole-in-one a few months ago.
On this Saturday, Eddie's lesson started with practice chips at the driving range.
"Aim for the marker," said his coach, a tall Australian.
I suspected that this was all too easy for Eddie, who has played golf since he was four and heads to a driving range most evenings after finishing his homework.
The previous week he hit a ball 190m with a driver.
Upward mobility
When Shi Jian was growing up, he played football with the kids in his neighbourhood.
Now, he says, there are fewer kids - the result of China's one child policy.
It's hard to get two teams together.
Eddie happens to play golf, but in today's China, cultivating your son or daughter is the true national sport.
A young Chinese girl taking a piano exam
Parents hope their daughters' musical skills will help them find a husband
The eight-year-old also takes private lessons for jazz percussion, maths and English, but his parents expect golf to make the biggest difference in his life, and help dispel the stereotype that Chinese people don't know how to have fun.
"China's future is an international one," said Shi Jian.
"If Eddie goes to the US in the future, he'll have more to talk about with his friends there."
Upward mobility doesn't come cheap though.
At this particular school, SGA Golf Academy, a 10-hour package of one-on-one sessions costs 10,000 yuan - two-thirds the average annual salary of an urban worker.
When the lesson ended, I asked Eddie what the hardest thing was about golf. He answered like a pro.
"The bunker," he said. Then he ran off to play video games, free for a little while.
For the first time that afternoon Eddie seemed like a regular kid, someone who gets silly and jokes around.
And although he appeared content during his lesson I couldn't help but wonder if Eddie wouldn't rather be less serious about the sport.
In another district, Shunyi, plots of farmland mix with international schools and gated communities. On weekends, children come here for the Equuleus International Riding Club.
The entrance sits across the road from farm stands selling fruit and vegetables, but inside it feels more like the grounds of a boarding school.
On a recent morning, I watched young equestrians on horseback in the indoor arena. Proud parents looked on from the side.
One student, a beginner, didn't appear to be doing anything. Then I realised he was so young that his lesson involved just sitting astride the horse.
Brutal cycle
I met a 12-year-old who was about to head home after her trotting lesson. This girl was the picture of a genteel sportswoman: a riding crop in one hand, her long hair tucked under her riding hat, and cheeks pink from the chilly air.
Her proud mother, government worker Su Lin, rattled off a list of her daughter's accomplishments.
She has mastered all four swimming strokes, has excellent posture, practices tai chi, and has studied books of etiquette and ikebana, the Japanese art of flower arrangement.
These skills will help her get ahead, and maybe even secure a successful husband one day.
Su Lin acknowledged that everyone is caught in a brutal cycle here.
"There are too many people in China. There's little living space and everybody wants to move up. So everyone works harder, which just makes the competition worse," she said.
"What kind of activities did Su Lin do as a teenager?" I asked.
"None," replied the state worker. "I only studied."

Thursday, January 14, 2010

Schools must embrace mobile technology

The need for schools to prepare for 21st century learning was top of the agenda at this year's BETT conference.

They must embrace mobile technologies, games, podcasts and social networking, according to leading educationalist Professor Stephen Heppell.
Schools should also break away from traditional classroom and curriculum models, he argued.
The gap between those schools embracing technology and those not is getting bigger, he said.
Prof Heppell was speaking to delegates at BETT, the world's biggest educational technology show.
Technology revolution
Meanwhile the UK's minister for Schools and Families Vernon Coaker reiterated the government's commitment to putting technology at the heart of the school curriculum.
"Teachers need access to innovative services. We must prepare pupils for the future workplace," said Mr Coaker.
"Cutting edge technology is the cornerstone of our reforms," he added.
The UK's Building Schools for the Future programme will see every state secondary school in England rebuilt or remodelled over the next 15 - 20 years.
But in that timeframe there could be a big divide between schools, thinks Professor Heppell.
"There is a gap between the schools that are doing pioneering stuff and those simply doing a shiny version of 19th century teaching," he said.
Cells and bells
Much of the debate in the conference centred around how technology can be seamlessly integrated into the curriculum.
For Professor Heppell, who advises governments around the world about technology policies, the answer is both radical and simple.
He thinks schools need to move away from what he terms "cells and bells".
"We have to get away from the 35 minute timetable blocks. We need to reconfigure schools for a week of immersion in numeracy and dress the school for a learning production," he said.
"We need much longer blocks of time and to allow children to be in charge of their learning," he added.
One of the ways to do this is to integrate the tools that children are using in their lives outside of the classroom.
Skyping infants
At Lampton Secondary School in Hounslow, play is a significant part of the school ethos and children were at the conference demonstrating how games consoles such as the Wii and GPS devices can be integrated into the classroom.
Meanwhile at Cleveland Junior School in Redbridge, Year 6 pupils have been busy designing their own computer games.
"We made a storyline and introduced characters and designed the backgrounds,"explained 11-year-old Rezwana.
"More schools should use the software because you can put your own personal thoughts into the game," added classmate Pawan, also aged 11.
The games the children made were sent to a nearby infant school where Year 2 pupils played them and suggested improvements via Skype.
But not all schools are so keen to embrace technology. Many still ban the use of mobile phones and social networking sites such as Facebook.
"Turned off devices equals turned off children. Sensible schools use mobile technology to their advantage, putting up a telephone number about an issue such as bullying and getting pupils to text their views," said Prof Heppell.
Teachers may be more willing to embrace technology but the resources are not there to back them up, a survey from Intel has found.
Intel, which has ploughed £1bn into educational programmes around the world over the last decade, asked 2,700 teachers from 15 countries about technology in their schools.
While 98% felt that technology was critical in preparing pupils for the workforce, three quarters also thought governments were not doing enough.
70% of teachers thought children should be provided with a personal laptop but only 3% had such access.
Home access
"The worst thing you can do is give a child a computer without access to the internet," said Lila Ibrahim, general manager of Intel's emerging markets platform group.
In the UK the government has just launched a new scheme dubbed Home Access to offer both internet connectivity and hardware to 270,000 families on low incomes by March of next year.
Eligible families need to apply for a grant and they will receive £500 to put towards kit and connectivity from a range of suppliers.
The fact that families are in charge of what kit they get should mean it is more successful than previous schemes, thinks Stephen Crowne, chief executive of Becta, a government agency that is co-ordinating the project.
Chris Green was one of the pilot familes who trialled the scheme in Suffolk.
She has seen big improvements in her son, Colin.
"He uses it for homework and I can access the school website. I wouldn't be without it," she said.
Colin is about to take his GCSEs and is thinking about further education, something he would not have contemplated a year ago.
But not everyone is convinced the Home Access scheme is the answer.
"Home access is necessary but not sufficient. You can't just parachute technology in," said Prof Heppell.
"We haven't done a great job helping mums with how to help their children read and we need to make sure that we help them with computers.
"Unless that happens it will be nice to get a laptop but it doesn't begin to solve the problem," he added.
Schools too need to adapt or they will find more pupils rejecting the current educational system, he warned.
"Put 'virtual schools' into Google and you get 387,000 references. Children in the future will have choices about where and how they learn and if schools aren't enticing, pupils won't come."