Interim management class lectures_230424537-MANAGEMENT_2

Jul 29th, 2015
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!"#$%&'%(!)%!#*+!"*),-&+./!)0!1'$%#/!!!"#!$%&'()"#!*%"+)#,-&#.+/()0'-"#1%,-&$#!!!!!!"###$%&'#()#*+',-&######./#$%"#.011######2%3456%7#8-63-8#9:+'%3456#%6:#3;-#9'565<"##!!!"#$%&'%(!)%!#*+!"*),-&+./!)0!1'$%#/2!3%!34+.'5$%!3(+%&$!0).!6&,5$#')%!7+0).4!by Marc S. TuckerThis paper is the answer to a question: What would the education policies and practicesof the United States be if they were based on the policies and practices of the countriesthat now lead the world in student performance? It is adapted from the last two chaptersof a book to be published in September 2011 by Harvard Education Press. Other chaptersin that book describe the specific strategies pursued by Canada (focusing on Ontario),China (focusing on Shanghai), Finland, Japan and Singapore, all of which are far aheadof the United States. The research on these countries was performed by a team assembledby the National Center on Education and the Economy, at the request of the OECD.A century ago, the United States was among the most eager benchmarkers in the world.We took the best ideas in steelmaking, industrial chemicals and many other fields fromEngland and Germany and others and put them to work here on a scale that Europe couldnot match. At the same time, we were borrowing the best ideas in education, mainlyfrom the Germans and the Scots. It was the period of the most rapid growth our economyhad ever seen and it was the time in which we designed the educatio

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