The most memorable line from my recent visit to China was this: "We have 12 million K-12 teachers in China who need to receive this particular in-service training, so we started with a group of about 200,000." When you are examining education policy in a country of 1.4 billion people, all of the numbers become unfathomably large very quickly.
Part of the reason for the rise of MOOCs in China is that educational demand radically outstrips supply.
There is a sense, in the U.S., that if we stopped cutting funds to public education in the states, we'd be able to address a substantial portion of academic demand. Equity concerns, therefore, are more often framed around quality of instruction: a fear that MOOCs would lead to a two-tiered system where the affluent get their instruction in labs and seminars from elite professors and everyone else has to click through alone.
This particular line of concern, about MOOCs leading to a two-tiered educational system, was essential non-existent in our conversations in Beijing.
URL de trackback de esta historia http://fernand0.blogalia.com//trackbacks/75672