For many years, I lived in Asia, spending the longest time in China. I also worked in Singapore, South Korea, Hong Kong, and Japan. In the education sector, I was active at various universities, including the National University of Singapore. In 2001, I founded a knowledge management network in Beijing. This international joint project specialized in recruiting (skilled) students for foreign companies (from Germany, Austria, and Switzerland), primarily in China. An online technology platform organized networking meetings between students and sought-after partners from the industry, in what were called „Learning Journeys.“
Many Asian countries can rely on a well-developed, usually well-organized education system, and a lot of money is typically invested in education. The general school education is not cheap, and this is compounded by a focus on STEM subjects and the tutoring market as „Big Business“ everywhere in these countries. The pressure to perform on students from parents and the social environment is also very strong. Many parents today have only one child and believe that a good education is the only way to achieve a successful professional career later on. This creates performance pressure and exam stress that exists throughout the entire educational path.
Curricula are constantly being adjusted, which also applies to universities. In 2007/08, the number of students at universities doubled or tripled, and new campuses emerged everywhere. This was a huge investment that also led to technological development. As early as 2009/10, there were digitized lectures, and later, „home-based learning“ was also implemented. Digital learning assistants were also implemented, especially in language instruction. As a result, universities are usually very well-equipped, now offer internationally recognized degrees, and hold top rankings.
Already in 2010, I was able to teach in open learning spaces, so-called „Makerspaces,“ where students could practically improve their foreign language skills or be introduced to innovations. Entrepreneurship on campus was also promoted – from a pedagogical point of view, this is not a disadvantage.
The situation is quite different in Germany, where people are discussing the almost non-existent digital learning equipment, budgets, inadequate technical internet access, teacher shortages, or how much a teacher should earn. For me, this is difficult to comprehend because good education is a prerequisite for counteracting the real and impending shortage of skilled workers. Moreover, to be honest, I find the dynamism that I know from Asia missing in the education discussions in Germany.
Statement from the Lecturer
