region has some of the
highest performing
education systems, it also
has some of the lowest.
Cognitive (reading,
writing, arithmetic, etc.)
and socio-emotional skills
(conscientiousness,
teamwork, empathy, etc.)
reinforce one another.
Individuals with
characteristics such as
drive, diligence,
perseverance, or good
social skills are more likely
to apply themselves to
acquiring cognitive skills,
as well as to have positive
relationships with others.
Acquiring an early solid
base of both is critical
because together, they set
the course of our life
trajectories.
2. Assess students to
inform learning
Even the best teachers
cannot teach around the
test. A much stronger
focus on competency-
based assessment is
needed, so that cram
schools, widespread
extracurricular tutoring,
and teaching-to-the-test
can truly become things of
the past.
3. Select and support
teachers throughout
their careers
To help teachers become
more efficient in
implementing 21 st century
curricular reform, more
and better pre- and in-
service teacher training
and development are
needed. In Japan, there are
schools whose teachers
succeed in linking learning
to daily life experiences by
closely collaborating with
the community. In
Indonesia, a movement is
underway towards using
active learning methods in
various subjects.
Several countries in East
Asia have already begun
transforming learning for
the 21 st century. In order
for this transformation to
fully take place, sustained
political commitment,
institutional alignment,
continuous professional
support for teachers –
including strategies to
reduce their working
hours, and stronger
capacity development in
competency-based
teaching and testing are
needed.
About the Authors
May Bend
Raja Bentaouet Kattan
The authors of this research both work in the Middle East and North Africa region. At the time
the research was conducted, they both worked in the East Asia and Pacific region at the World
Bank.