2019 - Blog CED

Hanoi and CED

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<span lang="EN-GB">I have been in Hanoi for around 3 weeks now
and have been working in the CED office for just over 2 weeks. Hanoi as a city
is unreal! I have absolutely loved my time here, the busyness, the local people
and the overall atmosphere of the city. <o:p></o:p></span></div>
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<span lang="EN-GB">As a 27-year-old “mature student” who has
recently graduated with a BSc Hons in psychology, I decided to come to South
East Asia to volunteer in Vietnam, Cambodia and Bali where I will spend a month
in each country. As a psychology student, I have a huge interest in
understanding how others think and behave, and I want to make a positive
difference in others’ lives. Therefore, my reasons for volunteering was to
explore and understand other cultures and to really try to have an impact in
the lives of those I would be working alongside in my projects. <o:p></o:p></span></div>
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<span lang="EN-GB">I opted for an NGO project in Vietnam. I
have never worked in an office before and quite honestly, I have never wanted
to work in an office. But, I told myself these projects were all going to be a
learning experience for me and I wanted to get out of my comfort zone. The more
I read about NGO projects and the work in which they involve I knew it was
going to be an experience I was going to enjoy. When I arrived at my volunteer house,
I was told I would be working at the Center for Education and Development. This
to me was good news, as I am very interested in the education system as I used
to be a teaching assistant. Although not much was explained to me about CED
(and the Wi-Fi wasn’t great so I couldn’t do much research myself) or how they
worked as an organisation I was excited to get started. <o:p></o:p></span></div>
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<span lang="EN-GB">When I arrived at CED, I was greeted by
staff and introduced to everyone. I was given my seat at the desk and given my
login details and it was explained what I would be doing for the morning. As a
confident woman with lots of work experience, I was happy to proceed with the
tasks asked of me. However, as there is an obvious language barrier I can
understand why some volunteers may find it a very daunting environment to be
in.<o:p></o:p></span></div>
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<span lang="EN-GB">I have really enjoyed proof reading the
work of my colleagues as this gave me a chance to understand some of the work
that CED are involved in. It also showed me just how much work goes into these
projects in order to provide for others and Vietnam in general. In regards to
scholarships it is truly so lovely to read how grateful and appreciative the
students who receive them are. I think every volunteer should get tasks to
proof read work, especially for the first few days to better understand CED as an
organisation. To me, it is also very interesting to read how some people
interpret and write in an English manner.<o:p></o:p></span></div>
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<span lang="EN-GB">As the weeks went by, I was given more
complex tasks… now I can see why they advise you to have a degree if you decide
to go on the NGO project. However, with this I was able to put into practice
the skills I learnt in university, as I was researching and contributing ideas
to research proposals. I was asked to work and help on a project that CED are involved
with which surrounds a </span><span lang="EN-GB" style="background: white; color: #1c1e29;">voluntary partnership agreement between the EU and Vietnam on
Forest law enforcement, governance, and trade called VPA/FLEGT.<span style="mso-spacerun: yes;">  </span>This was very challenging for me, as I had
never heard of it and therefore had no knowledge on the topic. I did my
research and still found it difficult. However, I never felt pressured to
complete these tasks in a certain period and I always knew if I didn’t
understand I could ask someone.<o:p></o:p></span></div>
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<span lang="EN-GB" style="background: white; color: #1c1e29;">I was also asked to contribute to teaching English, twice a
week for an hour. Again, this was different for me as I have only ever worked
and taught school students. In addition, my colleagues already have a wide
vocabulary in English so I always asked them what topics they would like to
cover in each lesson, and then I would go and structure some sort of lesson
plan. I have loved finding ways to make the lessons appropriate and fun. I really
hope the staff come away from each lesson feeling like they have learnt
something. It has also been lovely hearing about their way of life and culture.<o:p></o:p></span></div>
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<span lang="EN-GB" style="background: white; color: #1c1e29;">Overall, my experience at CED has been challenging, but I’ve
loved all of it. I’ve learnt a lot in general and also about myself. I hope the
staff at CED has enjoyed having me work in the office with them </span><span lang="EN-GB" style="background: white; color: #1c1e29; font-family: "wingdings";"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span></span><span lang="EN-GB" style="background: white; color: #1c1e29;"><o:p></o:p></span></div>
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<span lang="EN-GB">Any advice I would give to the next
volunteer would be to do a bit of research into the NGO you are going to be
working for, I wish I had a bit more knowledge before I started. </span>Don’t be afraid to ask for work to do,
sometimes people in the office are so busy with their own work they don’t
always have work for you to complete. If you don’t understand the task, speak up,
or give it your best shot anyway, take your time. Unless stated there is no
real pressure. Everyone is just happy to have your input and help. <span style="color: #0b5394;"><b><i>Enjoy yourself. Learn something from every
day, even if it’s learning something new about yourself.</i></b></span></div>
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<span lang="EN-GB" style="background: white; color: #1c1e29;"><b>Nicola Rowe – England.</b></span><span lang="EN-GB"><o:p></o:p></span></div>
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Hanoi and CED

I have been in Hanoi for around 3 weeks now and have been working in the CED office for just over 2 weeks. Hanoi as a city is unreal! I ha...

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Individuality and Creativity in the Australian Education System

Encouraging <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">creativity</a>, <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">individuality</a> and <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">uniqueness</a> in children through the education system is a fundamentally important task. Most often, individuality and uniqueness <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120663138776221462">is thought</gwmw> to be a positive outcome of creative thinking. Creative thinking is the kind of thinking that leads to new insights, original and fresh approaches and perspectives, as well as whole new ways of understanding things (Rusbult, 2001).  Sir Ken Robinson (2006), an education expert, sees creativity as ‘the process of having original ideas that have value’ and believes that it comes about through ‘the interaction of different disciplinary ways of seeing things’.  In this way, it is not just seen through visual and creative art expressions such as visual arts, dance and music, but also through the ability to see many solutions or answers to a situation, challenging the norm and seeing the world in different and imaginative ways (Rusbult, 2001).  Moreover, as we move into a globalised and <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120727164121486450">unknown future</gwmw>, equipping young people with creativity, innovation, <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120727168699850532">individual</gwmw> and adaptive skills will help them tackle whatever challenges the twenty-first century gives them (Australian Curriculum, 2015).  In this review, the importance of creative thinking, how the Australian education system promotes creativity and individuality, plus what can be done to better both the Australian and Vietnamese education systems will be examined and assessed.  This will all be done in order to see what kind of approaches Vietnam could implement to better their students’ creative and independent thinking as well as prepare them for the unpredictable and globalising future.<br />
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Why it is important</h3>
It is crucial to encourage creativity in children and students as it increases their desire to learn and supports their further intellectual development (Sterling-Honig, 2015).  Within the education systems around the world, creative thinking is often closely linked <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120780627159287606">with</gwmw> critical thinking and involves students generating, identifying, making, and applying new or alternative explanations and links to existing or future situations (Australian Curriculum, 2015). This kind of thinking is essential in generating effective learning and in creating successful learners.  It encourages students to be inquisitive, reasonable, flexible, open-minded, and ready to try new ways of doing things, as well as ensuring they consider all alternatives before, where possible, coming to a conclusion (Australian Curriculum, 2015).  In a perfect curriculum, this kind of learning is addressed through all learning areas including, but not limited to, English, Maths, Science and History (Australian Curriculum, 2015).<br />
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However, currently, as Ken Robinson highlights in his 2006 TED talk, when educating children, we tend to ‘focus on their heads and slightly to one side’. In fact, some US studies have found that whilst IQ scores are increasing with every generation, creative intelligence [or CQ] is decreasing (Bronson and Merryman, 2010).  Whilst many blame this decline on other factors such as technological advancements, it is most likely due to the fact that, currently, most school systems <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120860539628771184">place</gwmw> a higher focus on a student’s use of the left hemisphere (Bronson and Merryman, 2010). This left-side preference is not necessarily a good thing.  It minimises the focus on skills found in the right hemisphere such as innovation and creativity.    Until recently, the skills associated with this hemisphere were seen as the abilities that led to success in school and, later on, in the workplace (Friedman, 2005). However, if we are to prepare children for an uncertain and globalising future, we need to foster their curiosity and passion.  Additionally, a balance between how individuals use both hemispheres must also be found, as these factors will hold a greater significance than intelligence in the future [i.e. CQ + PQ > IQ] (Friedman, 2005).<br />
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Divergent thinking</h3>
<a href="https://1.bp.blogspot.com/-MVDkOOvmp1k/XQB5FIvgFLI/AAAAAAAAVEo/OdqTc0sN7iQdTIz6_OhidrTTyu57C4eCgCLcBGAs/s1600/1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="284" data-original-width="287" src="https://1.bp.blogspot.com/-MVDkOOvmp1k/XQB5FIvgFLI/AAAAAAAAVEo/OdqTc0sN7iQdTIz6_OhidrTTyu57C4eCgCLcBGAs/s1600/1.png" /></a>Thus, we need to think about fostering creativity, innovation, right-side preferences and passion in <i>Changing Education Paradigms</i>, Robinson talks about the need to focus on the process of ‘divergent thinking’ in schools over the current left-sided preference.  He defines <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">divergent thinking</a> as ‘the breaking up of old ideas, making new connections, enlarging the limits of knowledge, and the onset of wonderful ideas’ (Robinson, 2006).  It is thought that when divergent thinking is encouraged in students, it simultaneously helps motivate both them and their passion for in-depth learning.  As a result, students learn to use thinking dispositions, or ‘habits of the mind’, such as risk-taking and managing their impulses when confronted with problems where the solutions are not instantly obvious (Australian Curriculum, 2015).  Thus, promoting divergent ways of thinking will help stimulate new ideas in students and broaden their way of thinking, fostering creativity and individuality.<br />
<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603121146084873440547"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139638534454126304">students</gwmw></gwmw>.  In his TED talk and a later talk called <br />
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Divergent thinking consists of eight elements, listed in detail below.<br />
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<li><i>Complexity</i> – The capacity to conceptualize difficult, multifaceted, many layered or intricate products or ideas;</li>
<li><i>Curiosity</i> – The personality characteristic of displaying probing behaviours, searching, asking questions, learning to get more knowledge/information about something, and of being able to go deeper into ideas;</li>
<li><i>Elaboration</i> – The skill of adding to, building off of or embellishing a product or an idea;</li>
<li><i>Flexibility</i> – The capability of creating varied perceptions or categories <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603121021105559647706"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139639768009407178">wherefrom</gwmw></gwmw> <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603121021106097287416"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139639762438901659">come</gwmw></gwmw> a range of different ideas pertaining to the same thing or problem;</li>
<li><i>Fluency</i> – The skill of engendering many ideas so as to have an increase in the number of potential solutions or associated products;</li>
<li><i>Imagination</i> – The capability of dreaming up, inventing, or to think, to see, to conceptualize novel products or ideas, to be original;</li>
<li><i>Originality</i> – The skill of coming up with fresh, unusual, unique, extremely different or completely new products or ideas;</li>
<li><i>Risk-taking</i> – The readiness to be courageous, daring, adventuresome – take risks or experiment with new things so as to stand apart.</li>
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[Source: Entrepreneurial Insight Magazine, 2015]</div>
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Despite the benefits of divergent thinking, various studies have determined that while some individuals are better suited to divergent thinking, others favour convergent thinking.  This is usually determined by their personality characteristics and suggests that there is no right or wrong way to think, just more than one way.  Still, in most education systems, subjects such as science and technology, or those that promote convergent thinking, are often held in higher regard than other subjects, such as the arts and others that encourage divergent thinking.  <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">Convergent thinking</a>, however, limits choices and instead of encouraging students to think ‘outside of the box’, gets them find the correct answer, as typically there is only one correct answer. <gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603121120797260648405"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139641717663665101">While</gwmw></gwmw>, it is not a bad thing to be a convergent thinker, divergent thinking is more helpful in fostering creativity and broader ways of thinking and should therefore have a <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603121120795913948815"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139641718598009423">stronger</gwmw></gwmw> place in education systems.  Thus, educators and policy makers would be wise to promote the development of both forms of thinking by finding a balance between convergent and divergent thinking within all subjects.</div>
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Creativity in the Australian education system</h3>
Now, I’m not going to say that the Australian education system is perfect, because it is not, but I will highlight how the current system encourages uniqueness, individuality and creativity in its students.  After which, I will suggest ways in which similar, or better, ideas could be implemented in Vietnam and Australia in order to help prepare students for a globalised future.<br />
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The system<br />
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The Australian education system generally follows a three-tier model and includes primary education, followed by secondary education and tertiary education.  There is typically the option for students to attend private or public institutions, single- or mixed-sexed schools, and religious or non-religious schools. Australian students spend a compulsory 11-13 years in the school system, beginning at the approximate age of 4 or 5 and completing their education at 17 or 18 years old [depending on which state or territory they live in].  At their completion, students receive a High School Certificate [as known as a Year 12 Certificate] and, if they opted to take that particular route, an Australian Tertiary Admission Ranking [ATAR] score, which assists them with getting into tertiary institutions. After completing their basic education, they have a choice.  They can enrol in a university or other higher education course, complete an apprenticeship, or cease studying and find employment.<br />
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Whilst there are a lot of similarities amongst the states and territories of Australia’s education systems, there are also a number of differences.  For instance, I grew up in the Australian Capital Territory [ACT] and thus completed all of my schooling there.  As you can see below, the ACT follows a slightly different system to the rest of the country.  I started Kindergarten when I was four years old [turning five in that April] and completed primary school in year 6. From here, I went to a high school for years 7 through to 10, followed by a college for years 11 and 12.  My education was solely public, <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122400397821538092"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646404880196843"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684132827825130">which when</gwmw></gwmw></gwmw> I went to university, I <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122400396593783063"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646407406083666"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684138284739864">saw was</gwmw></gwmw></gwmw> a rarity as most people in my cohort had attended at least one private school during their schooling.  After year 12, I deferred starting my degree at the Australian National University to take a gap year, a common practice amongst Australian students.  <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122427306029066399"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646788873286652"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684583750743980">In</gwmw></gwmw></gwmw> that year, I worked full <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122427303412915795"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646781755710716"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684585829349458">time which</gwmw></gwmw></gwmw> helped me fund a trip to Europe and save some money before starting my three year degree.  My experience is just one of many Australian students and, consequently, it is important to keep this in mind when reading this review as other students may have had different experiences.<br />
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Despite its great number of differences, the Australian education system <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603123326040355819790"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139647158788718503"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142685026415496367">does consistently help</gwmw></gwmw></gwmw> develop creative, analytical and laterally thinking individuals.  It aims to promote excellence and equity as well as encouraging young Australians to become successful learners, confident and creative individuals, and active and informed citizens (Australian Curriculum, 2014). It is a system that encourages curiosity and a passion for learning in its students, preferring that over high intelligence scores.  Similarly, it also encourages responsibility and maturity in its students, getting them to be active in their own education through the encouragement and expecting of independent study, both at school and at home. Another way that students are given this opportunity to be responsible and mature is through such initiatives such as their school’s student representative’s council (SRC) and other programs which encourage student voice.<br />
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Generally, Australian students are heavily involved in their own learning, frequently given the opportunity to choose what they want to learn about and how they want to do it.  I recall in years 7 to 12, each English class I did, the assessment often consisted of an essay, a speech and some form of creative response.  In all of these forms of assessment, we were encouraged to think for ourselves and to think ‘outside of the box’.  This could be done by how we argued our point in our essay, how we choose to make our speech memorable, or in what way we would respond creatively to the topic or text.  This kind of involvement helps foster individuality, as students are often given a broad spectrum of options and choices.  Likewise, if the option involves the whole class, these decisions are often made using class polls, which helps promote individual voice and diplomacy in the students.<br />
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<i>Emotional Intelligence</i><br />
Diplomacy and individuality <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603123632407213614074"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139649380634504471"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142687698363787068">helps</gwmw></gwmw></gwmw> maintain and develop an individual’s emotional intelligence (EQ).  EQ is the ability to understand and express not only one's emotions, but also the emotions of those around them.  It is a beneficial commodity to possess as it helps individuals relate better with one’s peers, colleagues, and <gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603123653251679203998"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139649739048530575"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603142688179631046742">other</gwmw></gwmw></gwmw> around them (Segal and Smith, 2015).  EQ consists of four attributes; self-awareness (perceiving), self-management (reasoning), social awareness (understanding), and relationship management (Segal and Smith, 2015).  It is a fundamental tool often neglected by education systems, as it is thought that it develops adequately on its own.  However, it can be encouraged and sustained by certain situations that may arise in the classroom, such as through class discussions and other circumstances where diplomacy, patience and fairness are required.  Thus, as they also promote creativity and individuality, these sorts of activities are often found in classrooms around Australia.<br />
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[To read more about emotional intelligence: </div>
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<a href="http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm">http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm</a>] </div>
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The curriculum</div>
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Currently, there is no common curriculum across the country.  However, each state and territory requires students be taught Maths, English, Science, the Social Sciences [or SOSE], the Arts, Health and Physical Education, Languages, and Technology.  Here, Social Sciences include subjects such as Geography and History, and the Arts can include anything from Media studies to Visual Art to Textiles and Fashion. Again, there are differences amongst the states as to what year <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124094032515165529"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139652151242497571"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142692245425634543">level each</gwmw></gwmw></gwmw> of these topics is compulsory <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603124094037341089712"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139652153932215966"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603142692244984428851">til</gwmw></gwmw></gwmw>.  For example, in the ACT, it was highly <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124103269805503640"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139652349414815550"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142692512741071931">recommended but</gwmw></gwmw></gwmw> not a requirement for me to study English and Maths in years 11 and 12.  Similarly, the languages offered varies between states and schools with, for example, Japanese, French, and Indonesian being offered at my high school.<br />
<div style="text-align: right;">
[To read more about the curriculums of each state and territory: <a href="http://www.aussieeducator.org.au/curriculum/subjects.html">http://www.aussieeducator.org.au/curriculum/subjects.html</a>]</div>
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<br /></div>
Still, whilst there are differences in the specifics, the general curriculum of most Australian schools focuses on comprehension and encouraging students to make sense of what they read and learn.  It involves looking beyond what is said by the text or in discussions.  In other words, it is about interpreting, integrating, critiquing, inferring, analysing, connecting and evaluating ideas in texts and discussions.  This can be done in a number of <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124396760491613361"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139653453484320568"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142693765255476550">ways such</gwmw></gwmw></gwmw> as through class discussions and creative or reflective responses.  In these situations or tasks, students are made to make logical connections, draw on other relative or related information in order to think more deeply about what is being said, for instance, in the text.  It is the development of this critical and deeper thinking that helps foster creativity and individual thought in students.  Whilst I never knew these were the strategies my teachers were using, in reflection, I can recall times where such techniques were used.<br />
<br />
<i>The Super Six <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124647432467019192"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139654186151230875">strategy</gwmw></gwmw></i><br />
<br />
One particular teaching strategy that focuses on comprehension and student engagement used in Australian schools is the Super Six <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124771927680276670"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139654375302280695">strategy</gwmw></gwmw>. Using this strategy, six skills are taught through actively processing and making sense of the text, a process that is both intentional and thoughtful.  These skills are <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124792054316744751"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139655286163264941">connecting</gwmw></gwmw>, predicting, questioning, monitoring, summarising and visualising (NSW Department of Education and Training [NSW DET], 2010).  It is about making real life associations and cross connections with the text or topic in order to learn.  It is believed that these skills help students to critique and to create, helping them to develop their creativity and innovation.  They create problem solving scenarios and tasks which require them to generate and critically evaluate their ideas and solutions.<br />
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<a href="https://1.bp.blogspot.com/-r_TziF2kaFs/XQB6yyWBiVI/AAAAAAAAVFM/orShDwSvqvgXPKfREkzJ_kUn618-RdjMACLcBGAs/s1600/4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="485" data-original-width="672" src="https://1.bp.blogspot.com/-r_TziF2kaFs/XQB6yyWBiVI/AAAAAAAAVFM/orShDwSvqvgXPKfREkzJ_kUn618-RdjMACLcBGAs/s1600/4.JPG" /></a></div>
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[To read more about comprehension and the Super Six strategies: <a href="http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf">http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf</a> & <a href="http://christinefraser.weebly.com/">http://christinefraser.weebly.com/</a>]  </div>
<br />
<i>The creative arts</i><br />
Beyond just thinking creatively, the creative arts, such as music and visual art, are also great outlets for children to show their creativity and individuality. The Australian education system fosters this by encouraging students to enrol in dance, music, art and other creative art classes.  In my experience, it was never a requirement that you took an art or music class, but it was highly encouraged.  Still, in order to make sure we did not just stick with what we were good at and challenged ourselves, in high school, myself and my peers were made to take at least one semester [approx 18 weeks] of a different art, music, dance, or technology class over our first 2 years at the school.  For example, in year 7 and 8, I was enrolled in woodwork, cooking, dance and art classes.  <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126078429332101752"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139657240053794992">For</gwmw></gwmw> my last two years at the high school [i.e. <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603126087950681112936"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139657464310604473">years</gwmw></gwmw> 9 and 10], I got to choose which elective classes I wished to do, choosing to study both textiles and photography. Still, although creative outlets such as art and music are important to encourage, deep research and fact-finding are just as vital stages in the creative process (Bronson and Merryman, 2010). Thus, while encouraging students to take art-<gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603126121683724632196"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139657826039477236">orientated</gwmw></gwmw> classes <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126121686289018125"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139657823052149821">is</gwmw></gwmw> important, there are numerous other ways to ensure they become <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603126121688932243711"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139657828010445952">divergently</gwmw></gwmw> thinking and creative students, all of which need to be reflected in an education system’s curriculum.<br />
<br />
The teachers<br />
<br />
Whilst what I learnt and how I learnt it is important, the curriculum was not all that inspired my creative and individual learning.  The teachers I remember the best are the ones who inspired my learning with their enthusiasm and interest in the topic.  Even if the topic was not the most interesting or was difficult to grasp, if the teacher was enthused, so was I.  Moreover, surprisingly, it is these topics I can usually remember the best.  In fact, the Australian Institute for Teaching and School Leadership’s (2012) now listed in its standards that effective teachers are a source of inspiration as well as being a ‘dependable and consistent influence on young people’.  A teacher should be more than just a ‘transmitter of knowledge’, they need to be a ‘facilitator’ who encourages and inspires students (Veira, 2010).  They need to be democratic rather than autocratic, sharing some of the leadership with students, as well  as fostering learner autonomy whereby they encourage students to not only learn on their own but to take responsibility for their learning (Veira, 2010).  Thus, adopting some of these characteristics can assist a teacher to help students develop into creative and unique individuals.  Furthermore, this is an argument for the establishment of student-centred learning approaches, which will be discussed in more detail later on.<br />
<div style="text-align: right;">
 <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126321670232815696"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139659930215508614">[</gwmw></gwmw>To read more about teaching standards in Australia: <a href="http://www.teacherstandards.aitsl.edu.au/Standards/Standards/AllStandards">http://www.teacherstandards.aitsl.edu.au/Standards/Standards/AllStandards</a>] </div>
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But, is it a perfect system?</div>
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<div>
Whilst the Australian education system has its strengths, not all systems are perfect.  Ken Robinson believes that creativity is ‘as important as literacy’, yet currently it is being ‘educated out’ of students by our school systems.  Instead, our education systems have ‘mined our minds for a particular commodity’ which will be of no help to us in the future.  The points he makes are relevant and real, both in Vietnam, Australia and the rest of the world, so while Australia’s system may be better at promoting creative and individual thought, there are still many flaws in its system.</div>
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According the international surveys of world education systems, such as those done by The Programme for International Student Assessment [PISA], in terms of education standards, Australian students are falling behind other nations.  In fact, the average 15 year old <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126660281502376644"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139661255526221533">Australian is</gwmw></gwmw> about three years behind Chinese students in Maths, and one and a half years behind these same students in literacy skills.  We are also the only developed nation where it is not compulsory to study Maths in order to graduate from high school.  On a slightly unrelated note, Australian schools are said to maintain existing social inequalities and social stratification (Perry & Lubienski, 2014).  This is done in a number of <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126692986150671867"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139662494372900548">ways including</gwmw></gwmw> limiting the access of students from lower-income backgrounds to more advanced academic curriculums (Perry & Lubienski, 2014).  I always knew I was fortunate enough to attend public schools that were located in <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126707301607081004"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139662670646477838">middle</gwmw></gwmw>- to higher-income <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126707306256031384"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139662678198212006">areas but</gwmw></gwmw> I did not realise the inequalities that this was sustaining. For that reason, in order to ensure all schools are ‘good schools’, funding needs to be spread equally amongst all of the nation’s schools and not prioritised to those that are performing better than others (Perry & Lubienski, 2014).  If this was achieved, it would encourage a fairer system where all students would be given equal opportunities for success.</div>
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<div style="text-align: right;">
[To read more about how the Australian education is failing kids: </div>
<div style="text-align: right;">
<a href="http://theconversation.com/six-ways-australias-education-system-is-failing-our-kids-32958">http://theconversation.com/six-ways-australias-education-system-is-failing-our-kids-32958</a>]</div>
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Future directions</div>
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Currently in Australia, there is a lot of debate over whether the national <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603127092352376273648"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139663786534487728">testing assessment</gwmw></gwmw> plan [known as NAPLAN testing] is appropriate.  Every second year from years 3 to 9, students nationwide complete a variety of tests.  However, this national test only assesses their numeracy and literary skills, and not their creative or divergent thinking abilities.  Yet, it is difficult to suggest these also be assessed, as it is hard for academics and educators to ascertain whether creativity and divergent thinking can even be assessed easily en <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603127118967908896929"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139664343707338760">masse</gwmw></gwmw>.  Moreover, Australia is trying to implement a national curriculum would see all states and territories teaching the same subjects.  It is not known yet known how creative learning will fit into this curriculum.  It may fall to the educators and teachers to carry out this form of learning rather than it being a part of the national curriculum. Still, the implementation of a national curriculum will help eliminate diversity and difference between the states and territories.</div>
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[To read more about the Australian National Curriculum and its aims: <a href="http://www.australiancurriculum.edu.au/Curriculum/Overview">http://www.australiancurriculum.edu.au/Curriculum/Overview</a>]</div>
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<h3>
Bettering the system</h3>
<div>
As demonstrated, Australia’s education system does help encourage and develop student’s individuality, uniqueness and creativity. Whilst a flawed system with room for improvement, it does use a variety of techniques to ensure students develop into successful learners and strong, independent thinkers.  Still, drawing on modern psychological research and general commentaries, more can be done to improve both Australia and Vietnam’s education systems.</div>
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The 21st century classroom</div>
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As Ken Robinson (2006) highlights, our classrooms are still practicing policies and procedures established in a completely different time period, the Industrial Revolution.  In order to update the classroom and system so that it is ready to teach students <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603127641215804876210"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139666402131404904">into</gwmw></gwmw> the 21st century, there are a few characteristics that need to be ensured across all classrooms.  Many of these are already found in both Australian and <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603127650429894367610"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139666616875752166">Vietnam however</gwmw></gwmw>, more can always be done.  Below are the top 10 characteristics of a 21st century classroom, as suggested by one commentator.</div>
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<a href="https://1.bp.blogspot.com/-KrOd2XMfRlc/XQB8EmAPyWI/AAAAAAAAVFc/3otmMda9MMcp8-htlQ39AV398lelwo0rQCLcBGAs/s1600/5a.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="586" data-original-width="581" src="https://1.bp.blogspot.com/-KrOd2XMfRlc/XQB8EmAPyWI/AAAAAAAAVFc/3otmMda9MMcp8-htlQ39AV398lelwo0rQCLcBGAs/s1600/5a.JPG" /></a></div>
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<a href="https://1.bp.blogspot.com/-N-9_jU0FPIA/XQB8EkOslEI/AAAAAAAAVFY/ugMkyEuy8cMKWghTHKr3hUxKo4qIm1sQACLcBGAs/s1600/5b.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="285" data-original-width="581" src="https://1.bp.blogspot.com/-N-9_jU0FPIA/XQB8EkOslEI/AAAAAAAAVFY/ugMkyEuy8cMKWghTHKr3hUxKo4qIm1sQACLcBGAs/s1600/5b.JPG" /></a></div>
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[Source: Saxena, 2013]</div>
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Learning styles</div>
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Another improvement that needs to be addressed in the curriculums of both countries’ systems is the need to identify and teach to <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603129168243404683908"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139668354532971600">student’s</gwmw></gwmw> learning styles.  As psychological studies will support, no two students learn the same way.  Thus, educators should be able to recognise this and adapt their teaching styles in accordance with the differing learning styles of the students (Rusbult, 2001). </div>
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As we have learnt, divergent and creative thinking requires opportunities to occur that create choice for the student.  Restricting their ways of learning stifles these opportunities for choice which, consequently, hinders their development into creative and unique individuals.  Robinson, as well as other academics, <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603129319870702339119"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139669299616917877">have previously emphasised</gwmw></gwmw> the need to understand and <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603129319875694694446"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139669291037982784">capitalise</gwmw></gwmw> on the natural aptitudes, talents and passions of students, something that can be achieved by changing the way they learn (Australian Curriculum, 2015).  For instance, some students may be highly visual, or think best when they are moving, or listening, or reading (see to the right) and thus, will learn better when the teaching reflects these preferences (Australian Curriculum, 2015).  Hence, better incorporating learning styles into both the Australian and Vietnamese curriculums would help ensure creativity is cultivated.</div>
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<div style="text-align: right;">
[To read more about learning styles and how to implement them in the education system:</div>
<div style="text-align: right;">
<a href="http://www.simplypsychology.org/learning-kolb.html">http://www.simplypsychology.org/learning-kolb.html</a>]</div>
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Creating a ‘community of inquiry’</div>
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A form of ‘authentic’ learning, class discussions that support and develop a ‘community of inquiry’ is a vital commodity to invest in (Australian Curriculum, 2015).  Idea sharing is an easy and great way to support and develop <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130787912697819082"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139670603400190890">student’s</gwmw></gwmw> thinking and discussion skills (Australian Curriculum, 2015).  It also, as previously suggested, fosters patience and diplomacy in the students.  This form of critical thinking is too often ignored in schools and, therefore, it would be beneficial to look at ways of implementing it further.  </div>
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<br /></div>
<div>
When an individual shares their ideas within a class or amongst one’s peers, they also must listen to their <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130871313150192388"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139671187091780457">peer’s</gwmw></gwmw> responses and other ideas.  Thus, they must have an acceptance of others’ ideas as well as possess the ability to listen and learn from the ideas of others.  In my experience, this sharing of ideas with others did not seem to occur as often as it should have.  However, when it did, especially at a university level, it <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130902259804794816"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139671767850844204">help</gwmw></gwmw> <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130902259109149675"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139671766023326801">facilitated</gwmw></gwmw> discussion whereby people would have to listen, accept and respect another person’s view or idea even if they did not agree.  Yet, at the same time, it gave you the opportunity to use your knowledge and comprehension skills to <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603130911860582513763"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139671995889040659">innovatively</gwmw></gwmw> think of a response or critique of their idea.  It became not just about thinking <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603130920629765042876"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139672882813057680">innovatively</gwmw></gwmw> or broadly but about evaluating your thoughts and ideas, especially in comparison to others. This not only helped individuals develop creative and individual thought, but it also taught them respect, patience and sensitivity.  These abilities are all things that are valuable skills to possess as the world becomes more globalised. </div>
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<h3>
Globalisation and creative thinking in the future</h3>
<div>
<div>
Globalisation <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131104848556702950"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139673559500066677">helps</gwmw></gwmw> connects the world.  It universalises the world socially, economically and culturally whilst also individualising it (UN, 2003).  Giddens (1991, as cited in Bourn, 2008) <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131130925304880279"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139673943929758356">defines</gwmw></gwmw> globalisation as ‘the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa’.  While there <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131146335447645075"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139674160732856265">is</gwmw></gwmw> still debates occurring as to whether globalisation is beneficial to the world or not, there is no doubt that it has already <gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603131146337966388341"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139674166440323055">bought</gwmw></gwmw> about countless changes, both good and bad.  For instance, in Vietnam, globalisation has increased wages and employment opportunities consequently reducing poverty in the country (UN, 2003).  However, there are downsides to globalisation.  According to one Australian NGO’s report, more than half of young Australian students are currently getting educated for dying jobs, nearly 60% of these students currently training for occupations that will be affected by automation in the next 10-15 years (Foundation for Young Australians [FYA], 2015).  As Friedman (2005) outlines, ‘<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603131190333443872868"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139674943689010620">flatteners’</gwmw></gwmw>, or events that are causing the world to globalise, are causing companies to outsource and look for innovative employees in countries outside of their own.  Hence, encouraging creative and innovative thinking in its students would help Vietnam and Australia in the future, as the world globalises further.  </div>
<div style="text-align: right;">
[To read more about Friedman’s ‘The ten sources that flattened the world’: </div>
<div style="text-align: right;">
<a href="http://kursinfo.himolde.no/in-kurs/IBE250/World-is-flat-excerpts-Altermatt-on-Friedman.pdf">http://kursinfo.himolde.no/in-kurs/IBE250/World-is-flat-excerpts-Altermatt-on-Friedman.pdf</a>]</div>
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<br /></div>
<div>
To create prepared individuals, students need to be flexible in their learning and knowledge as having a diverse range of knowledge and skills will be of great use to them in the future.  Friedman (2005) noticed this too, noting that students who had insights in multiple fields or abilities were more well-rounded students. Therefore, as today’s employers <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131375001134864598"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139676115339349957">expect</gwmw></gwmw> tomorrow’s employees to have varied skills such as the knowledge of another language, it seems only right for us to educate today’s students to be able to adapt to difficult situations and communicate with different people from different cultural backgrounds (Thanh-Pham, 2010).  Yet, as previously highlighted, Australian students are falling behind other nations in terms of their literacy, numeracy and other abilities, with languages another major area of concern.  Based on PISA surveys, Australian students are becoming increasingly monolingual with only 8% of NSW students studying a foreign language.  In this globalising world, monolingual Australians will be competing for jobs against people who can proficiently speak more than one language.  </div>
<div>
<br /></div>
<div>
<i>The five ‘minds’ for the future</i></div>
<div>
<br /></div>
<div>
In order to address this issue, Australian education system hopes to provide students with the abilities and skills they will need for the unpredictable and globalised future, when it rolls out its national curriculum in the coming years.  In the new curriculum, students will learn to develop the skills required to analyse and respond to genuine situations using innovation, imagination and inquiry (Australian Curriculum, 2015). The developers of the new curriculum have said that they will draw on the Gardner’s (2009, as cited in Australian Curriculum) five ‘minds’ for the future.  Gardner believes these ‘minds’ define crucial thinking modes for thriving in this rapidly changing world.  His five ‘minds’ are:</div>
<div>
<br /></div>
<div>
<div>
<ol>
<li><i>The disciplinary mind</i> – has mastered at least one way of thinking - a distinctive mode of cognition that characterizes a specific scholarly discipline, a craft, or a profession;</li>
<li><i>The synthesizing mind</i> – refers to the ability to integrate ideas from different disciplines or sources into a coherent whole and to communicate that integration to others;</li>
<li><i>The creating mind</i> - puts forth new ideas, poses unfamiliar questions, conjures up fresh ways of thinking, arrives at unexpected answers;</li>
<li><i>The respectful mind</i> - notes and welcomes differences among human individuals and groups, tries to understand these “others”, and seeks to work effectively with them. In a world where we are all interlinked, intolerance or disrespect is no longer a viable option; and</li>
<li><i>The ethical mind</i> - ponders the nature of one’s work and the needs and desires of the society in which one lives and conceptualizes how work can serve purposes beyond self-interest and how members of society can work unselfishly to improve the lot of all.</li>
</ol>
</div>
</div>
<div>
<div>
Hence, it is thought that by developing these ‘minds’ in students, this will help them develop the skills and abilities needed to prepare them for globalisation and the unpredictable future.  </div>
<div style="text-align: right;">
[To read more about Gardener’s ‘Five minds for the future’: </div>
<div style="text-align: right;">
<a href="http://www.thinkers50.com/book_extracts/gardner.pdf">http://www.thinkers50.com/book_extracts/gardner.pdf</a>]</div>
</div>
<div>
<br /></div>
<h3>
What Vietnam could do</h3>
<div>
Thus far, a review of the Australian education system, as well as a brief overview and assessment of what it and other education systems could do in order to better their systems, has been made.  From this, a few implementation strategies can be suggested in order to help Vietnam better its education system and encourage creativity and individuality in its students.</div>
<div>
<br /></div>
<div>
Currently, according to the work of a Vietnamese-Australian researcher, there are a few factors that <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132612816153340127"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139680906704752912">are significantly stifling</gwmw></gwmw> the creativity and individuality of students in the Vietnamese education system.  The first factor he highlights is the limited reading resources made available to Vietnamese students (Thanh-Pham, 2010).  Unlike Australian schools, Vietnamese students are often only given information and textbooks that <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132634015248106865"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139683744114842240">presents</gwmw></gwmw> only one point of view (Thanh-Pham, 2010).  This suppresses creativity and critical thinking in students, as their perspective becomes one-sided and uncritical.</div>
<div>
<br /></div>
<div>
The second factor he highlights, and possibly the biggest, is the class sizes.  The large class size, typical of Vietnamese schools, maintains the traditional norm of teacher-centred learning, minimises student involvement and engagement with the text or topic, and prevents the implementation of any class- or student-based learning approaches in the classroom (Thanh-Pham, 2010).  Similarly, it ensures that the classroom’s learning environment remains highly restrictive and regimented.  In this environment, students are always instructed as to what to do, meaning they become passive, uncritical and reproductive learners rather than expressive, critical and insightful learners [see table below] (Thanh-Pham, 2010).  Thus, Thanh-Pham (2010) suggests that student-centred learning approaches <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132759496115157689"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139684892445154660">be</gwmw></gwmw> imported from Western education systems in order to <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603132759493296066650"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139684891658212479">combact</gwmw></gwmw> this, as these kinds of approaches place a <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132759495124567798"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139684894617943031">stronger</gwmw></gwmw> emphasize on each student’s individual achievement and offer a better transmission of information. However, idea sharing and student-centred learning may be hard to implement in Vietnam as respect for the teacher is held in high regard, due to the society’s culture.  Hence, Vietnamese teachers and students may find it difficult ‘to accept any pedagogical practice that tends to put teachers on a par with their students and detracts from teacher authority’ (Thanh-Pham, 2010).</div>
<div>
<br /></div>
<div>
<div style="text-align: right;">
[To read more about <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132793762959484813"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139685504067355046">Teacher</gwmw></gwmw>-centred versus Student-centred approaches: </div>
<div style="text-align: right;">
<a href="http://teach.com/what/teachers-teach/teaching-methods">http://teach.com/what/teachers-teach/teaching-methods</a>]</div>
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-z4A8icrcqTk/XQB97CHPJ3I/AAAAAAAAVF0/ktmUhQIj04ANRIsjyxPyTmYje_fVX7qNACLcBGAs/s1600/8.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="325" data-original-width="646" src="https://1.bp.blogspot.com/-z4A8icrcqTk/XQB97CHPJ3I/AAAAAAAAVF0/ktmUhQIj04ANRIsjyxPyTmYje_fVX7qNACLcBGAs/s1600/8.JPG" /></a></div>
<div>
<br /></div>
<div>
Still, as Thanh-Pham (2010) highlights, during the last few decades, Vietnam has already implemented a number of changes to its education system.  These changes have mostly been imported from Western teaching and learning approaches.  For instance, Vietnamese educators are trying to implement more student-centred approaches, which see students working together to teach, learn and share ideas with one another (Thanh-Pham, 2010). Given <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133442231314428227"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139686453067181987">Vietnamese society</gwmw></gwmw> is a culturally oriented towards collectivism, enhancing this collectivism seems culturally appropriate (Thanh-Pham, 2010).  However, the Western cultures where these learning and teaching approaches would be originating from <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133454875583890329"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139686668231143604">are</gwmw></gwmw> individually oriented, questioning whether it is possible and appropriate to use these approaches in the Vietnamese education system. Thus, whilst the idea of students learning, teaching and sharing with one another is an attractive one, whether it is achievable is questionable.</div>
<div>
<br /></div>
<div>
In order for such methods to be implemented, one with a thorough understanding and appreciation <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133529214243396773"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139687075715470756">for</gwmw></gwmw> Vietnamese culture and society would have to assess the likelihood, suitability and repercussions of implementing such approaches within each different local context (Thanh-Pham, 2010).  Given the cultural differences, care must be taken to identify and address the differing factors between the society the approaches are coming from and the society they are being applied to.  For instance, one factor that would need to be considered is the learning differences between Western and Asian students.  While Western students use comprehension techniques to relate new information to previously <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133575994437773967"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139688788141050256">learnt</gwmw></gwmw> knowledge or personal experiences in order to help make sense of the new information, Asian students seem to better understand information only contained within the text or source, or supplied by the lecturer (Thanh-Pham, 2010).  This factor would make it hard to implement changes as it would require teaching the students different ways of learning, which would be unfamiliar and odd to them for some time.  </div>
<div>
<br /></div>
<div>
Furthermore, as previously mentioned, the executing of such methods is only effective if teachers and students are willing to accept the changes.  <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603133613534351204990"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139689365099294688">Thanh</gwmw></gwmw>-Pham (2010) highlights that whether or not it is accepted ‘is largely determined by the set of values and beliefs that these teachers and students have been socialised into’.  Hence, given their cultural and social background, some teachers and students may not appreciate the changes which would hinder the whole application process, especially if one is implementing Western and individualist ideas <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133627007678871601"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139689560566825019">into</gwmw></gwmw> a collectivist society.  Yet, this should not deter educators from trying.  Whilst it would be difficult, as Thanh-Pham (2010) notes, there is an obvious need for these changes and reforms to occur in Vietnam. Thus, educators need to be encouraged to try new methods as the only way to know whether something will fail is to try it and, after all, trial and error is all a part of creative thinking and independent learning.</div>
<div>
<br /></div>
<h3>
Conclusion</h3>
<div>
As has been demonstrated in this review, there are numerous ways to ensure students become <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603133807729884071941"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139690338184372008">divergently</gwmw></gwmw> thinking and creative learners, all of which need to be reflected in an education system’s curriculum. But, as also seen, figuring out the best and most appropriate approach to fostering creativity and individuality will be culturally, socially and individually different. Whilst suggestions can be made, such as moving towards a more student-centred learning environment, adapting teaching to the learning styles of students, and creating ‘communities of inquiry’ to better prepare them for the 21st century, no one solution will be able to fix all of the education system’s problems.  Thus, the best approach to helping students think and be creative and independent may be to provide them with diversity and options in what they can study and learn, as well as challenging the norms currently in place, and encouraging the implementation of more right-hemisphere and student-centred learning techniques that will help students progress as individuals into the uncertain and globalised future.  These small steps will help encourage changes in the future whilst simultaneously fostering creativity, uniqueness and individuality in the young students of today.</div>
<div>
<br /></div>
<h3>
References</h3>
<div>
Armstrong, L. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134048050514894403"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139691515484923737">(</gwmw></gwmw>2012), <i>How Learning Works,</i> available at: </div>
<div>
<div>
<a href="http://lloydarmstrong.typepad.com/about.html">http://lloydarmstrong.typepad.com/about.html</a></div>
<div>
<br /></div>
<div>
Australian Curriculum (2014), <i>Student Diversity, </i>available at: </div>
<div>
<a href="http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice">http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice</a></div>
<div>
<br /></div>
<div>
Australian Curriculum (2015), <i>Critical and Creative Thinking, </i>available at:</div>
<div>
<a href="http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Critical-and-creative-thinking">http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Critical-and-creative-thinking</a></div>
<div>
<br /></div>
<div>
Australian Institute for Teaching and School Leadership (2012), <i>The crucial role of the teacher, </i>available at:</div>
<div>
<a href="http://www.teacherstandards.aitsl.edu.au/Overview/Role">http://www.teacherstandards.aitsl.edu.au/Overview/Role</a></div>
<div>
<br /></div>
<div>
<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134080805733302442"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139693064457842679">Bourn</gwmw></gwmw>, D. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134087050439389273"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139693262936698916">(</gwmw></gwmw>2008), <i>Young people, identity and living in a global society, available at: </i></div>
<div>
<a href="http://www.developmenteducationreview.com/issue7-focus4?page=show">http://www.developmenteducationreview.com/issue7-focus4?page=show</a></div>
<div>
<br /></div>
<div>
Bronson, P. & Merryman, A. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134101876069843987"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139695110337832498">(</gwmw></gwmw>2010), <i>The Creativity Crisis, </i>available at: </div>
<div>
<a href="http://www.newsweek.com/creativity-crisis-74665">http://www.newsweek.com/creativity-crisis-74665</a></div>
<div>
<br /></div>
<div>
Entrepreneurial Insight Magazine (2015), <i>Idea Generation: Divergent vs. Convergent Thinking</i></div>
<div>
<a href="http://www.entrepreneurial-insights.com/idea-generation-divergent-vs-convergent-thinking/">http://www.entrepreneurial-insights.com/idea-generation-divergent-vs-convergent-thinking/</a></div>
<div>
<br /></div>
<div>
Foundation for Young Australians (2015), <i>The New Work Order: Ensuring young Australians have <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134127342651243136"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139696081461913721">skills</gwmw></gwmw> and experience for the jobs of the future, not the past, </i>available at:</div>
<div>
<a href="http://www.fya.org.au/wp-content/uploads/2015/08/The-New-Work-Order-FINAL-low-res-2.pdf">http://www.fya.org.au/wp-content/uploads/2015/08/The-New-Work-Order-FINAL-low-res-2.pdf</a></div>
<div>
<br /></div>
<div>
Friedman, T.L. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134141020555907904"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139696679134162645">(</gwmw></gwmw>2005), <i>The World is Flat, </i>book report/summary available at: </div>
<div>
<a href="http://www.workforceincubator.org/Portals/0/flat_world.pdf">http://www.workforceincubator.org/Portals/0/flat_world.pdf</a></div>
<div>
<br /></div>
<div>
NSW Department of Education and Training (2010), <i>Teaching comprehension strategies, </i>available at:</div>
<div>
<a href="http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf">http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf</a></div>
<div>
<br /></div>
<div>
Perry, L. & Lubienski, C. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134165571982976879"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139697873634884331">(</gwmw></gwmw>2014), <i>Australian schools: engines of inequality, </i>available at:</div>
<div>
<a href="http://theconversation.com/australian-schools-engines-of-inequality-23979">http://theconversation.com/australian-schools-engines-of-inequality-23979</a></div>
<div>
<br /></div>
<div>
Saxena, S. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134178379216680675"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139698447074972772">(</gwmw></gwmw>2013), <i>Top 10 Characteristics of a 21st Century Classroom, </i>available at:<i> </i></div>
<div>
<a href="http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom">http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom</a></div>
<div>
<br /></div>
<div>
Segal, J. & Smith, M. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134192977093602105"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139700445628465306">(</gwmw></gwmw>2015), <i>Emotional Intelligence (EQ), </i>available at: </div>
<div>
<a href="http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm">http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm</a></div>
<div>
<br /></div>
<div>
Sterling-Honig, A. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134207975288456092"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139701170524492377">(</gwmw></gwmw>2015), <i>How to promote creative thinking:</i> </div>
<div>
<a href="http://www.scholastic.com/teachers/article/how-promote-creative-thinking">http://www.scholastic.com/teachers/article/how-promote-creative-thinking</a></div>
<div>
<br /></div>
<div>
Robinson, K. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134221696024010467"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139701763159772718">(</gwmw></gwmw>2006), <i>Video: Do schools kill creativity?, </i>available at:</div>
<div>
<a href="http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity">http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity</a></div>
<div>
<br /></div>
<div>
Taylor, M. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134233744834728975"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139702337130615707">(</gwmw></gwmw>2012), <i>The Difference Between Convergent and Divergent Thinking, </i>available at: </div>
<div>
<a href="http://imaginationsoup.net/2012/01/chimera-vs-stickman-the-difference-between-convergent-and-divergent-thinking/">http://imaginationsoup.net/2012/01/chimera-vs-stickman-the-difference-between-convergent-and-divergent-thinking/</a></div>
<div>
<br /></div>
<div>
<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134240528538930713"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139702753323605000">Thanh</gwmw></gwmw>-Pham, T.H. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134249396710586431"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139702969708563555">(</gwmw></gwmw>2010), <i>Implementing a Student-Centred Learning Approach at Vietnamese Higher Education Institutions: Barriers under Layers of Casual Layered Analysis (CLA), </i>available at: </div>
<div>
<a href="http://www.jfs.tku.edu.tw/15-1/A02.pdf">http://www.jfs.tku.edu.tw/15-1/A02.pdf</a></div>
<div>
<br /></div>
<div>
United Nations (UN) (2003), <i>Young People in a Globalizing World, </i>report available at:<i> </i></div>
<div>
<a href="http://www.un.org/esa/socdev/unyin/documents/ch11.pdf">http://www.un.org/esa/socdev/unyin/documents/ch11.pdf</a></div>
<div>
<br /></div>
<div>
<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134266369430275425"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139703803177463327">Viera</gwmw></gwmw>, I. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134271735444147360"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139705147376448411">(</gwmw></gwmw>2010), <i>Roles of Teachers in the 21st Century, </i>available at:<i> </i></div>
<div>
<a href="http://www.pearsonclassroomlink.com/articles/0910/0910_0502.htm">http://www.pearsonclassroomlink.com/articles/0910/0910_0502.htm</a></div>
<div>
<br /></div>
<div>
Further reading and viewing on creative thinking:</div>
<div>
<br /></div>
<div>
<b>***RSA Animate + Ken Robinson – <i>Video: Changing Education Paradigms</i></b></div>
<div>
<a href="https://www.youtube.com/watch?v=zDZFcDGpL4U">https://www.youtube.com/watch?v=zDZFcDGpL4U</a></div>
<div>
<br /></div>
<div>
John Hunter – <i>Video: Teaching with the World Peace Game </i></div>
<div>
(<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134299651601304843"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139706478280795661">how</gwmw></gwmw> <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134299650322078544"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139706474318610518">critically</gwmw></gwmw> thinking can promote creative thinking) </div>
<div>
<a href="http://www.ted.com/talks/john_hunter_on_the_world_peace_game">http://www.ted.com/talks/john_hunter_on_the_world_peace_game</a></div>
<div>
<br /></div>
<div>
Lyn Yates – <i>Report: State Differences and Australia’s Curriculum Dilemmas</i></div>
<div>
<a href="http://www.acsa.edu.au/pages/images/Lyn%20Yates%20-%20keynote.pdf">http://www.acsa.edu.au/pages/images/Lyn%20Yates%20-%20keynote.pdf</a></div>
<div>
<br /></div>
<div>
Adobe - <i>Barriers to creativity in education</i></div>
<div>
<a href="http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/creativity-study-infographic.pdf">http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/creativity-study-infographic.pdf</a></div>
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National Advisory Committee on Creative and Cultural Education - <i>All Our Futures: Creativity, Culture and Education</i></div>
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<a href="http://sirkenrobinson.com/pdf/allourfutures.pdf">http://sirkenrobinson.com/pdf/allourfutures.pdf</a></div>
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Eva Ujlakyne Szuca – <i>Report: The role of teachers in the 21st century</i></div>
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<a href="http://www.sens-public.org/IMG/pdf/SensPublic_DossierEurope_EUjlakyne.pdf">http://www.sens-public.org/IMG/pdf/SensPublic_DossierEurope_EUjlakyne.pdf</a></div>
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Robert Sternberg and Wendy M. Williams - <i>Teaching for Creativity: Two Dozen Tips </i><a href="http://www.cdl.org/articles/teaching-for-creativity-two-dozen-tips/">http://www.cdl.org/articles/teaching-for-creativity-two-dozen-tips/</a></div>
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Robin Ewing - <i>The Arts and Australian Education: Realising potential</i></div>
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<a href="http://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=aer">http://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=aer</a></div>
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<i>By ZoeHazelton</i></h3>
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Individuality and Creativity in the Australian Education System

Encouraging creativity , individuality and uniqueness in children through the education system is a fundamentally important task. Most oft...

20:59

Monthly Newsletter - Center for Education and Development

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<b><i><span class="fontstyle0">By Sina Gehrke</span> </i></b></div>
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Monthly Newsletter - Center for Education and Development

Download Monthly Newsletter here By Sina Gehrke

23:50

My thoughts about working at CED after 7 months - Sina Gehrke

<span style="text-align: justify;">Earlier this day Thanh, one of the staff members at the
Center for Education and Development, asked me to write another blog entry
about my thoughts. Thus I sat down and really thought about what I could tell
you within this entry.</span><br />
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If someone would have asked me a while ago, maybe I wouldn’t
have had too much to say and maybe there also would have been a critical
undertone in my words. But from today’s view on things I see it a bit
differently. <o:p></o:p></div>
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It took me a while to see how much work the people here are
putting into this organization and how great it actually is that I can help
them with whatever they need help with. <o:p></o:p></div>
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I did not completely understand the range and influence CED
actually has and how grateful those people are who get scholarships or get to
work with this organization. <o:p></o:p></div>
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In the beginning the only thing that I saw was, how less I
could actually help and how frustrated I got over time. I came here thinking
that I would immediately get a bunch of tasks I could finish easily in a short
amount of time. I just did not want to see the truth; some tasks were quite
hard for me to do, especially because I just graduated from high school and
don’t have any knowledge whatsoever about the more advanced tasks here. So,
clearly, in the beginning there wasn’t much that I could help with except for
some text corrections and basic research. <o:p></o:p></div>
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With time I received more complex tasks that I had to deal
with over a longer time period and while reading through a lot of stuff and
reading more about projects that CED works on/ with I slowly understood how big
CED actually is and how much influence they have in Vietnam. <o:p></o:p></div>
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After hours and hours of doing research on things I have
never heard about I started not only gaining knowledge about all those things
but also about the organization itself and how my research was actually helpful
for them. I understood that it saves so much time for the staff members if I
did research and sent them my results instead of them reading through it for
hours. <o:p></o:p></div>
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Sure, there are still tasks that I cannot do, but I could
always try to work on them and if I fail the staff members would never pressure
me but instead they would give these more advanced tasks to older and more
experienced volunteers. In the beginning this bothered me a bit because
sometimes there was just nothing to do for me- in hindsight it is really nice
of them to give me the time I need to cope with tasks like that. <o:p></o:p></div>
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Just to give you an overview about some of my tasks, so that
you can understand what I actually do here, I would like to name some of my
latest tasks: I recently did a lot of research about the illegal timber
business in Vietnam and Cambodia and how the EU now wants to stop this together
with Vietnam by designing a contract where only certified timber can be sold to
other countries. I did not even know there was actually an illegal timber
market and how much it affects the forests in Cambodia, but I found it highly
interesting to read about this and to compile information so that CED could use
it for a proposal. I also did research about school safety and children’s
safety in Vietnam generally. I had to read a lot of bad stuff about how many
Vietnamese children still get abused, not only physically but also mentally. <o:p></o:p></div>
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I also read a lot about the Photo voice method, where people
get to express a concern they have about something throughout pictures and I
worked on a presentation that teachers could use in schools to implement this
method in their classrooms. Lastly, I had to do some research about the
programs One Drive and SharePoint so that we could have a presentation about it
for the CED staff members and, finally, can use it to safe all our files and to
share documents online in an easier way than before. Right now we are working
on setting these programs up. <o:p></o:p></div>
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I hope you could gain insight in the general tasks that I
work on daily. <o:p></o:p></div>
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What I meant to say within this article is, that it
sometimes takes time to see the progress that we make and that nothing just
happens because we want it to. You have to keep going and give it time. Then,
after a while, you will finally see that your work and patience paid off. <o:p></o:p></div>
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For the remaining 4 months that I get to work here I hope
that I will be able to handle more complex tasks and to observe the progress
that I made and still make in this project. <o:p></o:p></div>
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<i><b>Sina Gehrke -  A </b></i><span style="text-align: justify;"><b><i>German volunteer</i></b></span></div>
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My thoughts about working at CED after 7 months - Sina Gehrke

Earlier this day Thanh, one of the staff members at the Center for Education and Development, asked me to write another blog entry about my ...

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