Os problemas da Educação dos outros - (só dos outros?)

Não sou especialista da educação - muito longe disso, embora tenha alguma experiência lectiva - mas tenho grande interesse no tópico. A determinante desse interesse resulta do facto de ser economista: [educação <=> crescimento/desenvolvimento económicos], e uma das maneiras de acompanhar o assunto (de modo eficiente), é coleccionar histórias das experiências dos outros (países) - tenho já um número grande de referências no delicious (etiqueta: educação-experiências). Este artigo do The Economist é um exemplo desse material:

"American children have it easier than most other children in the world, including the supposedly lazy Europeans. They have one of the shortest school years anywhere, a mere 180 days compared with an average of 195 for OECD countries and more than 200 for East Asian countries. German children spend 20 more days in school than American ones, and South Koreans over a month more. Over 12 years, a 15-day deficit means American children lose out on 180 days of school, equivalent to an entire year.

American children also have one of the shortest school days, six-and-a-half hours, adding up to 32 hours a week. By contrast, the school week is 37 hours in Luxembourg, 44 in Belgium, 53 in Denmark and 60 in Sweden. On top of that, American children do only about an hour’s-worth of homework a day, a figure that stuns the Japanese and Chinese.

Americans also divide up their school time oddly. They cram the school day into the morning and early afternoon, and close their schools for three months in the summer. The country that tut-tuts at Europe’s mega-holidays thinks nothing of giving its children such a lazy summer. But the long summer vacation acts like a mental eraser, with the average child reportedly forgetting about a month’s-worth of instruction in many subjects and almost three times that in mathematics. American academics have even invented a term for this phenomenon, “summer learning loss”. This pedagogical understretch is exacerbating social inequalities. Poorer children frequently have no one to look after them in the long hours between the end of the school day and the end of the average working day. They are also particularly prone to learning loss. They fall behind by an average of over two months in their reading. Richer children actually improve their performance."

- ler o artigo todo (recomenda-se) em Lexington: The underworked American The Economist