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Educating Learners for Their Future, Not Our Past
Abstract
Purpose
—This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools.
Design/Approach/Methods
—As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands.
Findings
—The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future education is to help students develop a reliable compass and tools, transformative competency, and to navigate through an increasingly complex, volatile, and uncertain world. To fulfill this core mission, a new set of curriculum design principles, changing school system, renewed teacher culture, and an alternative assessment program are highly advocated.
Originality/Value
—Based on the latest observations and reflections, the paper broadens our visions on tomorrow's education and future schools.
... Candidates who have earned a degree in education are highly sought after and valued in those nations (Paine & Schleicher, 2011). For example, Singapore implements policies and procedures to attract highly qualified candidates to work in their schools (Schleicher, 2018). This includes teachers who must pass a probation period before continuing to work in schools (OECD, 2017b). ...
... Canada and Finland are no different. Admission to quality preservice teacher training is highly competitive, and only the best graduates earn a position in teacher education schools (Schleicher, 2018). High-scoring PISA countries (e.g., China, Japan, Singapore, Estonia, and Finland) share common elements in the professional development of teachers, including limited access to teaching to suitably qualified candidates with the minimum of a bachelor's degree, the use of quotas of places available for preservice training programs, and demanding pre-selection and assessment of teacher candidates (Tonga et al., 2019). ...
... The OECD (2017b) report affirmed that high-ranking countries share a common practice of inviting specialized experts to provide continuous professional training for teachers and conduct hands-on collegial teacher development sessions. In Finland, teachers work and learn in professional communities and help each other improve their instructional practices (Schleicher, 2018). Shanghai continually improves its teachers by providing ongoing teacher training for all its teaching force, with a heavy reliance on educational action research for improvement (Schleicher, 2018). ...
Worldwide, the Programme for International Student Assessment (PISA) has emerged as a valid and reliable benchmark for assessing students’ performance and for gaining significant influence over educational policy and decision-making. Since 2001, Qatar has engaged in massive educational reform, with high expectations for improving students’ achievement. Although significant growth has occurred in Qatar’s education system, students’ performance in PISA is still lagging. The purpose of this article is to examine PISA against the backdrop of Qatar’s education system. It addresses PISA’s objectives and limitations and identifies two common factors in high-achieving countries, teachers, and assessment. These factors are analyzed to determine how Qatar is developing in these areas, compared with other nations, raising issues that should be considered when using PISA to create policy. Finally, several recommendations are offered for policy makers.
... Unsurprisingly, researchers whose ideas form the backbone of the competence approach are so adamant in their requirement for the explicit (rather than implied) multiplicity of educational purposes (Delors & UNESCO, 1996;Schleicher, 2018). As Bergan (2019) notes, the societal and democratic role of higher education started being emphasized in Ministerial communiqués much more strongly than previously. ...
... No consensus has been reached in long-lasting debates over the mission of higher education: Is it aimed at a universal man (not so much an erudite person as a well-rounded personality) or at a competitive person? Seemingly, the competence approach should be able to settle the dispute, but it is adding fuel to the flame (Anderson-Levitt & Gardinier, 2021;Schleicher, 2018). This is associated with the initial ambivalence of CBE: On the one hand, it meets the political requirement for channelling education along the neoliberal, mercantilist path (this is clearly seen in many EU and OECD documents); on the other hand, it has a humanistic potential (this is typical for UNESCO and some recent initiatives of the OECD (2019)). ...
... The field where these two subjects intersect has been insufficiently studied. Although the relationship between these subjects has been extensively described (in particular, Naval, Villacís, & Ibarrola-García, 2022;Rychen, 2016;Schleicher, 2018;Trilling & Fadel, 2009;Yarygin et al., 2019), its problematization, discussion and contestation remain mostly neglected (Biesta, 2015;Kayumov, 2017;Zhao, 2020). ...
The purpose of this article is to examine the tension that exists between the main purposes of higher education, humanistic and utilitarian, through the competency-based approach. The main conclusions of the theoretical study, based on structural-functional and system-genetic approaches, are that this tension can be removed through introducing universal competences (the Russian alternative to key competences, soft skills), that due to their specificity, they can perform utilitarian, humanistic, integrating and balancing functions of learning. Also, upbringing and self-upbringing (intellectual, value-based and existential development, respectively) in the universalizing matrix of culture reproduction; they can transfer features of classical university education (the humanistic focus and universalism) into a specialized institute education, facilitating their convergence. However, the competence approach-based perspective of two central purposes of education, while overcoming the artificial dichotomy between them, still remains instrumental rather than autotelic./ El propósito de este artículo es examinar la tensión que existe entre los propósitos principales de la educación superior, humanista y utilitario, mediante el enfoque por competencias. Las principales conclusiones del estudio teórico, basado en los enfoques estructural-funcional y sistémico-genético, son que esta tensión se resuelve introduciendo las competencias universales (el análogo ruso de las competencias clave, las soft skills), que debido a su especificidad, pueden desempeñar funciones utilitarias, humanísticas, integradoras y equilibradoras del aprendizaje. La educación y la autoeducación (desarrollo intelectual, valórico y existencial respectivamente) en la matriz universalizadora de la reproducción de la cultura, pueden transferir rasgos de la educación universitaria clásica (humanismo y universalismo) a la educación especializada de los institutos, contribuyendo a su convergencia. Sin embargo, la visión, desde el enfoque de competencia, de los dos propósitos principales de la educación, superan la dicotomía artificial entre ellos, y sigue siendo en esencia instrumental y no autotélico.
... By incorporating elements of creativity into their lessons, teachers can inspire students to explore new ideas, take risks, and develop a lifelong love for learning. This aligns with the views of Schleicher (2018), who emphasizes the importance of creativity in education, arguing that it fosters innovation and prepares students for the challenges of the future (Schleicher, 2018). ...
... By incorporating elements of creativity into their lessons, teachers can inspire students to explore new ideas, take risks, and develop a lifelong love for learning. This aligns with the views of Schleicher (2018), who emphasizes the importance of creativity in education, arguing that it fosters innovation and prepares students for the challenges of the future (Schleicher, 2018). ...
The aim of this study is to understand how the learning process of small ball games is conducted in upper elementary school classes in the Bangkunat District, from the pre-learning stage to the evaluation stage. The design of this research is quantitative descriptive. The subjects of this research are physical education teachers in elementary schools across the Bangkunat District. The data collection technique used in this research is a questionnaire. The questionnaire used is a closed-ended one, where respondents only select answers provided, consisting of 50 items. The data analysis used is descriptive statistics in the form of percentages. The results of the research show that physical education teachers in elementary schools across the Bangkunat District have a “very high” score (57.10%) in program planning. In lesson preparation, they have a “very high” score (71.40%). The implementation of materials has a “very high” score (42.85%). Mastery of materials has a “high” score (71.40%). The teaching methods have a “very high” score (28.60%). The use of facilities and infrastructure has a “very high” score (42.85%). Teaching creativity has a “very high” score (100.00%). The practice of skills has a “very high” score (57.10%). The evaluation of the process and results has a “high” score (42.85%).
... The Program for International Pupils Assessment findings also shows ability literacy counting Indonesian students (PISA) who are inadequate. According to the results PISA test in 2018, Indonesia obtained 379 out of 79 possible points in mathematics [5]. Significant literacy development is essential to note because literacy benefits each individual in the future, so literacy becomes the initial ability every individual must possess [13]. ...
... The Program for International Pupils Assessment findings also shows ability literacy counting Indonesian students (PISA) who are inadequate. According to the results PISA test in 2018, Indonesia obtained 379 out of 79 possible points in the mathematics category [5]. Significant literacy development is essential to note because literacy benefits each individual in the future, so literacy becomes the initial ability every individual must possess [13]. ...
This study identified the numeracy literacy skills of Almuttaqin MTS students in a rigid material. A hallmark of numeracy literacy is the capacity to apply numbers and related symbols to operations on algebraic forms, analyze data, and understand analysis findings to predict and make judgments. Tests and interviews were used to collect data, which were then analyzed through data reduction, presentation, and conclusion. Based on the findings, the numeracy literacy skills of MTS Almuttaqin students, one student (4%) is included in the excellent group for numeracy literacy, nine students (34%) are included in the excellent category, 15 students (50%) are included in the good category, and five students (11)% is included in the less category. Students with high numeracy literacy (ST) can use various numbers and symbols to solve problems, analyze information to make predictions, evaluate the findings of their analysis, and make decisions when handling the challenges of the given material. Using various numbers and symbols to solve problems and analyze information is the only marker that satisfies students with moderate numeracy literacy (SD). They have not yet reached the stage where they can make the best choices regarding their assigned content. Students with limited numeracy literacy (SR) only write numbers and are identified when completing assignments. As a result, SD and SR have not fully learned numeracy skills. The indications that were not fulfilled were caused by mistakes made by students, including not carefully recording known and asked data, choosing an inappropriate problem-solving approach, and not understanding ideas well enough to answer questions problem.
... Students' healthy development cannot be sustained without the involvement of teachers, who provide support for, build trust in, and form close interpersonal relationships with students (e.g., Hughes et al., 2012;Quin et al., 2018;Ryan & Patrick, 2001;Wentzel et al., 2010). Moreover, such teacher-student relationships seem more collaborative rather than hierarchical (Schleicher, 2018). Tardy (1985) pointed out that teacher support as a form of social support was composed of four categories, namely emotional, instrumental, appraisal, and informational support. ...
... At the micro level, teachers play an indispensable part in teaching students what to learn and how to shape values as they spend a large proportion of time listening to adolescents' voices and building rapport (Schleicher, 2018). In this process, teachers' role in assisting the young to identify bullying behaviors and timely stop victimization cannot be taken no notice of. ...
Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.
... Additionally, the mere availability of technology does not automatically translate into higher engagement. Studies have shown that without proper guidance and support, students may struggle to use technology effectively, leading to disengagement or frustration (Schleicher, 2018). Therefore, understanding the factors that facilitate or hinder technological adoption is crucial for ensuring that technology serves as a tool for enhancing student engagement rather than a barrier. ...
This study explores the influence of digital literacy, technological adoption, and collaborative learning on student engagement in business education. Utilizing a quantitative research design, data were collected from 300 undergraduate students enrolled in business programs through a structured questionnaire. The analysis employed descriptive statistics, correlation analysis, and multiple regression techniques to investigate the relationships between the variables. The results revealed that digital literacy, technological adoption, and collaborative learning significantly contribute to student engagement, with collaborative learning emerging as the strongest predictor. The findings underscore the importance of enhancing digital literacy and promoting technology use in educational settings, alongside fostering collaborative learning experiences, to improve student engagement in business education. These insights have implications for educators and curriculum designers seeking to create more effective and engaging learning environments.
... The essence of future education should be to assist students in developing a reliable compass and tools, transformative competency, and navigate an increasingly complex, volatile, and uncertain world. To achieve this primary objective, there is strong advocacy for a new set of curriculum design principles, changes in the school system, a revitalized teacher culture and an alternative assessment program [2]. ...
While AI grading is seeing an increase in use and adoption, traditional educational practices are also forced to adapt and function together with AI, especially in assessment grading. In retrospect, human grading, on the other hand, has long been the cornerstone of educational assessment. Traditionally, educators have assessed student work based on established criteria, providing feedback intended to support learning and development. While human grading offers nuanced understanding and personalized feedback, it is also subject to limitations such as grading inconsistencies, biases, and significant time demands. This paper explores the role of large language models (LLMs), such as ChatGPT-3.5 and ChatGPT-4, in grading processes in higher education and compares their effectiveness with that of traditional human grading methods. The study uses both qualitative and quantitative methodologies, and the research extends across multiple academic programs and modules, providing a comprehensive assessment of how AI can complement or replace human graders. In study 1, we focused on (n=195) scripts in (n=3) modules and compared GPT 3.5, GPT 4, and human graders. Manually marked scripts exhibited an average of 24%-mark difference. Subsequently, (n=20) scripts were assessed using GPT-4, which provided a more precise evaluation, a total average of 4% difference in results. There were individual instances where marks were higher, but this could not naturally be a marker judgment. In Study 2, the results from the first study highlighted the need for a comprehensive memorandum; thus, we identified (n=4341), among which (n=3508) scripts were used. The study found that AI remains efficient when the memorandum is well-structured. Furthermore, the study found that while AI excels in scalability, human graders excel in interpreting complex answers, evaluating creativity, and picking up plagiarism. In Study 3, we evaluated formative assessments in GPT 4 (statistics n=602, Business Statistics n=859 and Logistics Management n=522). The third study demonstrated that AI marking tools can effectively manage the demands of formative assessments, particularly in modules where the questions are objective and structured, such as Statistics and Logistics Management. The first error in Statistics 102 highlighted the importance of a well-designed memorandum. The study concludes that AI tools can effectively reduce the burden on educators but should be integrated into a hybrid model in which human markers and AI systems work in tandem to achieve fairness, accuracy, and quality in assessments. This paper contributes to ongoing debates about the future of AI in education by emphasizing the importance of a well-structured memorandum and human discretion in achieving balanced and effective grading solutions.
... In fact, Bloom in Rusmono [3] states that learning outcomes are changes in behavior which include three domains, namely cognitive, affective and psychomotor. Similar to this opinion, says that the aim of education is not limited to imparting knowledge but rather changing the character, character and skills of being competent, polite in ethics, morals and aesthetics in everyday life [4]. These aspects should develop and go hand in hand so that inequality does not occur as is often the case today, especially in terms of language skills, writing is still the most difficult level of language skills for students, especially in terms of writing popular articles. ...
In principle, teaching should focus on self-development, developing the child's morals, body and soul so that students are formed as individuals who are independent and have character. This is in line with the various government programs that have recently been rolled out, including education and training, seminars, workshops which must be attended by teachers as educators so that students' cognitive, affective and psychomotor abilities increase. However, the phenomena occurring in the field are inversely proportional to what the government has programmed. The facts show that students still find difficulties in learning, especially in writing popular articles, so this can make it difficult for students to obtain satisfactory learning results, so it is deemed necessary to have motivation and a positive culture in learning. Therefore, this research aims to determine the influence of learning motivation and positive culture on students' learning outcomes in writing popular articles using quantitative research methods. The research results show that there is a variable that has the most influence on students' learning outcomes to write popular articles, namely positive culture.
... But the potential harm caused by drug trafficking for this nation's generation is certainly priceless, because young people of productive age who should be able to prepare themselves to take control of this country in the future, have poisoned their brains with addictive substances from drugs that affect their mindset. They forget their focus and duty as the next generation of the nation who should prepare themselves by learning and equipping themselves with various skills so that they can become productive and innovative resources that are beneficial for the continuity of the existence of this country (Schleicher, 2018). ...
This study explains the concepts of proxy war and transnational crime and their impact on national stability, aiming to raise awareness and contribute ideas on anticipating these threats. Utilizing a qualitative descriptive approach, this research draws from the author's experience as a law practitioner and relevant secondary literature. The analysis involves comparing conventional wars and proxy wars, as well as the relationship between transnational crimes and national security, illustrated through case studies of the Russia-Ukraine and Israel-Palestine conflicts. The findings indicate that both proxy wars and transnational crimes significantly impact national stability and require serious responses through military and law enforcement approaches. The study underscores the importance of international cooperation in addressing transnational crime to prevent its exploitation by certain countries as a tool to destabilize others.
... Flexibility and adaptability in quality education pertain to the ability of educational systems, institutions, curricula, and teaching methodologies to adapt, evolve, and respond effectively to changing needs, challenges, and diverse learning contexts. Scholars such as Schleicher (2018) emphasise the significance of adaptability in education, highlighting its correlation with future employability and success. Educational systems have been suggested to prioritise flexibility and encourage innovation, creativity, and resilience among students to adapt to evolving circumstances (OECD, 2016;Wang, 2012). ...
Quality education is a multifaceted concept that extends beyond mere academic success. It encompasses the holistic development of individuals, fostering critical thinking, creativity, social skills, and preparation for challenges in an ever-changing world. Although significant progress has been made in certain areas of educational research, critical gaps that impede the development of comprehensive and inclusive educational systems remain. This paper analyses various aspects of quality education by considering diverse perspectives, methodologies, and outcomes from different regions of the world. It identifies and discusses ten significant barriers that hinder access to quality education. These include equitable access, quality teachers, relevant curriculum, infrastructure and resources, parental and community involvement, inclusive education, life skills development, continuous assessment and feedback, flexibility and adaptability, investment, and policy support. The paper concludes by suggesting that it is essential to address these complex issues holistically to create inclusive, responsive, and quality-focused educational systems that empower students on a global scale. Keywords Quality education, equitable access, quality teachers, relevant curriculum, infrastructure and resources, parental and community involvement, inclusive education, life skill development, continuous assessment and feedback, flexibility and adaptability , investment and policy support
... The shift in re-opening a larger window to the wilderness, not just as an extracurricular activity but also as a planned and policy-driven initiative, is important to the wild. Future and present generations come into contact with a world different from the past (UNESCO, 2016;Schleicher, 2018). ...
This paper examines the notion of wilding pedagogy and its potential for comprehensive transformation through educational policy. This paper argues that given current unsustainable human practices, significant changes can be achieved by aligning education and policy. This paper begins by defining wilding pedagogies and providing an overview of Botswana’s background and prospects. It contends that Botswana has the potential to enhance the quality of education by promoting active and transformative learning experiences. Furthermore, this policy can lead to improved academic performance by acknowledging cultural linkages, honouring land, returning to a holistic approach aligned with the principles of the wild in education.
... Implementing targeted interventions to address workload concerns, such as optimizing administrative processes or ensuring adequate resource provisions, not only holds the potential to enhance wellbeing but also emerges as a facilitator for boosting job satisfaction and increasing teacher retention rates (Ingersoll and Strong, 2011;Schleicher, 2018). This study underscores the high importance of addressing workload as a modifiable factor to enhance teacher wellbeing and consequently, elevate the quality of education (Skaalvik and Skaalvik, 2010;Collie et al., 2015;Magalong and Torreon, 2021). ...
Introduction
This study delves into the intricate relationships among workload, perceived organizational support, work engagement, and psychological wellbeing within the context of 572 secondary school teachers in China.
Methods
Utilizing structural equation modeling (SEM), this research rigorously examined construct validity and the intricate interrelationships among latent variables. The data were collected and analyzed to determine the associations between workload, perceived organizational support, work engagement, and psychological wellbeing.
Results
The findings unveiled compelling negative associations between workload and perceived organizational support, workload and work engagement, and workload and psychological wellbeing among the secondary school teachers. Conversely, positive correlations emerged between perceived organizational support, work engagement, and psychological wellbeing. The structural equation modeling analysis demonstrated strong fit indices, affirming robust alignment with the anticipated models.
Discussion
Mediation analyses further elucidated the significance of work engagement as a mediator in the relationships between workload and psychological wellbeing, as well as between perceived organizational support and psychological wellbeing. These results underscore the pivotal role of work engagement in shaping the impact of workload and organizational support on the psychological wellbeing of secondary school teachers in Chinese educational settings.
... These changes are aimed at aligning educational needs with the changing times, with the ultimate objective of uplifting the quality of education (Qoyyimah, 2018;Hopmann 2003;Mcculloch, 2005;Suprapto et al., 2021). Curriculum changes reflect the evolving needs of learners (Schleicher, 2018) and aim to equip them with practical skills for real-life situations, foster critical thinking, and nurture creativity, innovation, and adaptability (Cone et al., 2016). By responding to learners' needs, it is ensured that the education system remains effective in meeting future challenges. ...
In the realization of education, it is necessary to regularly update and revitalize the curriculum due to the dynamic nature of knowledge and evolving educational needs. This applies to the domain of teaching English as a Foreign Language (EFL). However, the process of curriculum reform poses several challenges, particularly for teachers who play a vital role in its implementation. This research aims to explore the difficulties encountered by EFL teachers in adapting to the transition from the Curriculum 13 (K13) to the Kurikulum Merdeka (Independent Curriculum) in Indonesia. Through a phenomenological case study, three EFL teachers in the North Sumatra province share their perspectives and experiences in incorporating the new curriculum into their teaching practices. Despite facing essential obstacles such as limited access to ICT resources and inadequate training, the insights gathered underscore the importance of teachers cultivating creativity and adaptability in their teaching methods. Additionally, the study emphasizes the significance of a serious understanding of the subject matter and the integration of 21st-century skills. The diverse viewpoints presented offer current insights into addressing the challenges associated with the development and implementation of EFL at different levels and in various types of schools.
... Kwa hali hiyo, maarifa, stadi na maadili yanayofundishwa darasani yanastahili kuwa na umuhimu kwa wanafunzi katika kushughulikia changamoto zinazotokana na masuala mtambuko (UNESCO, 2000). Schleicher (2018) anaishadidia hali hii anapohoji kuwa mifumo ya elimu inapaswa kukabiliana na mabadiliko yanayoibuka katika jamii ili kuwawezesha wanafunzi kupata elimu itakayowategemeza katika kuboresha ujuzi, ufahamu, mitazamo na maadili yatakayowafaa katika maisha baada ya shule. ...
Masuala mtambuko ni baadhi ya mambo muhimu yanayofundishwa katika mtaala wa elimu. Taasisi ya Ukuzaji wa Mitaala nchini Kenya imejumuisha na kusisitiza ufundishaji wa masuala mtambuko katika Mtaala wa Umilisi. Isitoshe, masuala mtambuko yanajitokeza kuwa muhimu sana katika Mtaala wa Umilisi wa Kiswahili katika shule za msingi. Hata hivyo, tafiti zimebaini kuwa ufundishaji haujatekelezwa inavyostahili. Makala haya yanatathmini ufundishaji wa masuala mtambuko katika Mtaala wa Umilisi wa Kiswahili wa shule za msingi za kaunti ndogo ya Kimilili. Nadharia ya Utekelezaji wa Uvumbuzi iliyoasisiwa na Gross na wenzie (1971) imetumika. Walimu 38 walishirikishwa katika utafiti. Data ilikusanywa kwa kutumia hojaji na uchunzaji. Matokeo ya utafiti yamebainisha kwamba, walimu walitumia mbinu mbalimbali za ufundishaji kwa viwango tofauti. Asilimia100 ya walimu walitumia mbinu ya maswali na majibu kufundisha masuala mtambuko. Aidha, asilimia 63 walitumia majadiliano; nayo asilimia 49 ya walimu walitumia mbinu ya vikundi vya ushirika Baadhi ya mbinu zilitumika kwa uchache tu na nyingine hazikutumika kabisa. Licha ya hayo, mbinu zilizotumiwa katika ufundishaji hazikutumiwa kwa ufanisi mkubwa. Aidha matokeo yameonesha kwamba walimu walikumbwa na changamoto katika uteuzi na matumizi ya mbinu mwafaka za ufundishaji wa masuala mtambuko. Kutokana na matokeo haya, inapendekezwa kuwa, warsha za mara kwa mara ziandaliwe kwa walimu walio nyanjani kwa minajili ya kuwanoa na kuwapiga msasa kuhusu utekelezaji wa ufundishaji wa mtaala wa elimu ya umilisi, na matumizi ya vifaa mwafaka vya kufundishia vikiwemo vifaa halisi na vya kielektroniki. Pili, inapendekezwa kuwepo kwa tathmini ya mara kwa mara kuhusu ubora na kiwango cha ufundishaji wa masuala mtambuko na utekelezaji wa mtaala wa umilisi katika shule za msingi
... However, the final goal of this study is to make a one-to-one comparison between perception (auditory as well as visual) and ML. In addition, in base of the principle that learning should be tailored to individuals capabilities [34] (which are not the same for musically trained users and non-trained ones) we believe that considering the same task for both user-groups would heavily penalise the non-trained group. Thus, to perform a fair comparison of trained and non-trained users with the ML algorithms, two different perceptual experiments were performed. ...
The usefulness of computer-based tools in supporting singing pedagogy has been demonstrated. With the increasing use of artificial intelligence (AI) in education, machine learning (ML) has been applied in music-pedagogy related tasks too, e. g., singing technique recognition. Research has also shown that comparing ML performance with human perception can elucidate the usabil-ity of AI in real-life scenarios. Nevertheless, this assessment is still missing for singing technique recognition. Thus, we comparatively evaluate classification and perceptual results from the identification of singing techniques. Since computer-assisted singing often relays on visual feedback, both an auditory task (recogni-tion from a capella singing), and a visual one (recognition from spectrograms) were performed. Responses by 60 humans were compared with ML outcomes. By guaranteeing comparable setups, our results indicate that ML can capture differences in human auditory and visual perception. This opens new horizons in the application of AI-supported learning.
... An important perspective in the rephrasing of teacher professional development uses a time concept or new world lens: the 21st century. In the light of the new century challenges, international documents (IDB, 2019; OECD, 2019; UNESCO, 2020a, 2021) call for more effective and innovative ways of developing student cognitive, social, and emotional competencies, as well as ethical values (Schleicher, 2018). Not surprisingly, these formulations tend to be synthetically referred to as the twenty-first century skills that teachers must learn to develop. ...
... The rapid development of the world demands that its human resources have several abilities that follow the demands of the 21st century (Rusydi et al., 2018). This ability must be comprehensively balanced between knowledge, skills, attitudes, and values in life (Chalkiadaki, 2018;Schleicher, 2018;Wang et al., 2018). This ability includes two aspects, mainly the quantity aspect related to the quantity and the quality aspect related to quality (Muhaimin, 2017). ...
The learning model is something framework that describes stages systematically with the main attention to students as the center point (student-centered) in learning. Study this focusing on the learning cycle model which is a set of activity stages that can contribute to the mastery of competencies achieved by students in activity-oriented teaching and learning activities. Method research used is Classroom Action Research (CAR) and location research at SMA Muhammadiyah Ambon. The sample used is selected from class XI by random sampling. Research Results show that the model 5E learning cycle can improve student activity and learning outcomes. Mastery learning from cognitive tests increased in First Cycle to Second Cycle. In the first cycle obtained 72.5% and an increase in the second cycle 85.0%. Performance appraisal also increased, namely in the first cycle by 75.0% and in the second cycle by 87.5%. The achievement of research success criteria in Second Cycle, both in terms of applying the model in learning, the learning process which includes teacher and student activities, as well as student learning outcomes in cognitive, affective, and psychomotor, and this research was successful and ended in Second Cycle.
... Due to AR's democratic processes, it enables participants to become actively involved and reflective, often helping the researcher and participants to solve problems that directly affect them (Mills & Butroyd, 2014). As curriculum change might not be maintained in schools without the support of teachers, it can be beneficial to include the teachers as co-researchers to determine what teachers believe is valuable support (Schleicher, 2018). PAR was appropriate for this research, as participants were able to make decisions about the direction of the research and what was important to focus on, which potentially enabled the research to be beneficial to both researcher and participants. ...
New digital technology areas were added to the New Zealand primary school technology curriculum in 2020. These areas aim to grow students who are not just passive users of technology but, instead, students who understand how computers work, who are digital creators, informed by design processes and critical thinking. The new digital areas of the technology curriculum appear to have created tension between the expectations of teachers and their relative capabilities. Examining three primary teachers' implementation of the new digital areas, this project utilised a participatory action research (PAR) methodology to review teachers’ journey of adoption. Findings indicated that implementing the curriculum areas was not as complex as teachers first imagined and that unplugged activities (those without devices) played a significant role in the new digital technology areas’ successful implementation in the classroom. The main themes that appeared from the data included levels of teacher knowledge, teacher confidence and curriculum learning area integration.
... The 21st-century requires every human being to have comprehensive abilities. They must use a balanced ability between knowledge, skills, attitudes, and values in their lives (Chalkiadaki, 2018;Schleicher, 2018;Wang et al., 2018). They must utilize and handle rapidly evolving information, computing, automation, and communications in everyday life. ...
Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.
... Similarly, Young and Muller (2013) urge curriculum designers to depart from the perspective of "what students have to learn" to "what will enable students to learn". According to Schleicher (2018), the focus on the future of education should be placed on cultivating the fundamental and core human traits that will enable education to stay ahead of all changes as well as students to accommodate whatever novel changes and ill-defined problems come along. ...
The sudden and unprecedented outbreak of the global pandemic of coronavirus disease 2019 (COVID-19) has brought along a series of abrupt and sweeping disruptions on almost all learning systems around the world. The pandemic has simultaneously revealed many weaknesses and problems associated with the existing educational model, which serves as a timely reminder that educators should start thinking and doing education in a very different manner. Nonetheless, this does not simply means restoring the long-standing norms, or reorganising and perpetuating existing practices as “back to normal”, but discarding and transforming many obsolete assumptions and conventional operations as “new normal”. As one of the high-performing learning systems around the world throughout the decades, Hong Kong has successfully transitioned from disruptive schooling to “new normal” throughout the pandemic. With the collection of the series of rich experiences and concrete examples emerging and evolving across different layers of Hong Kong’s learning system, this conceptual article aims to shed light on ten key principles in terms of shaping a more responsive, resilient, and sustainable curriculum system for all students to survive or even thrive in the uncertain and unpredictable environment ahead of them.
... Passivity and lack of engagement, resulting in low academic achievement, are the principal problems in education that must be addressed (Cutler, 2007). Several factors have been identified to be responsible for these poor performances and lack of interest from various studies conducted (Gunuc, 2014), and one influential factor in student engagement (Schleicher, 2018). Academic achievement has consistently been regarded as an essential outcome of student engagement (Barghaus et al., 2017;Lei et al., 2018). ...
This study determined the students’ academic achievement and engagement in science. A quasi-experimental research design was utilized. The study results showed that students exposed to CAI obtained “fairly satisfactory” results in the post-test, while those exposed to non-CAI showed “needs improvements” both in the pretest and post-test. Moreover, for students’ engagement in science, the CAI group had a high engagement level for affective, cognitive, and behavioral domains. In contrast, the non-CAI group had moderate engagement before and after the intervention. The students’ academic performance in science exposed to CAI is significantly higher than those exposed to non-CAI. Also, there is a significant difference in students’ engagement level for a cognitive domain in favor of CAI. It is concluded that CAI as a science learning tool enhances the students’ cognitive engagement.
This study aimed to develop learners' critical thinking abilities through concentrated application in related learning activities. A quasi-experimental design of the Pretest-Posttest Non-Equivalent Control Group type was employed. The study was done between January and February 2023 with a sample of 60 junior high school students in grade VII, divided evenly into an experimental group and a control group, each with 30 participants, focused on the solar system. The experimental group utilized problem based learning (PBL) e-modules, while the control group followed conventional teaching methods. The instrument used in this study included a critical thinking variable with four components in the form of a multiple-choice exam with a reliability value of 0.183, allowing it to evaluate students' critical thinking skills. The data were collected during the pretest and after treatments by administering the posttest. After the SPSS analysis, the data was shown descriptively and inferentially. The results revealed a notable difference in critical thinking capabilities between students involved in PBL-based e-modules and those taught using conventional approaches (P < 0.01). Therefore, the study shows that including PBL-based e-modules into the curriculum could improve students' critical thinking ability quite successfully.
In many of the secondary schools today, much attention is put on achieving grades and numbers in the schools. There is little attention put to in the building of value-based learners and the environments that are materialistic and place a high value on the material world has taken precedence over the humanistic world. There is little emphasis on the advancement of children's ethical and spiritual growth, favoring individualism that stresses egoism, worldly success, and the pursuit of pleasure via lifestyle. This has led to the dehumanization process, in which material qualities are exalted while human values—such as moral, ethical, and religious—are diminished and abandoned. Unconsciously, educators give up on moral and spiritual principles since they are seen as antiquated, outmoded, not modern, and unsatisfactory. Instead, they are supplanted by the dominance of materialistic principles, which are ranked higher. Contrary to those views, a good and comprehensive education system creates the necessary human capital and knowledgeable workers to take our societies to greater heights. Holistic education focuses on representing core ideals for a more just world for people and other living things. It offers a means of advancing the discussion of resource distribution beyond the financial to include the philosophical significance of love in creating a more just society. It draws attention to the need for and change toward a more spiritual and holistic strategy for developing empathy and kindness. It offers forums for conversations about eschewing the competitive mindset fostering an inward journey of learning, kindness, compassion, and empathy. These days, the focus of the educational system is mostly on gaining a lot of knowledge, passing tests, and getting credentials for jobs in the future. A comprehensive education program is essential in the educational system to give students the human values and the hard and soft skills they need. This essay examines the types of values that serve as a potent stimulant for excellent teaching practices and, consequently, support learning that is holistic. It examines rationalizations and describes how values can be used to strengthen beneficial student outcomes in all 1 RODRIGUES, Zuleide Blanco. Education: A study based on the UNESCO report on the four pillars of knowledge domains of growth on all levels—intellectual, moral, social, emotional, and spiritual. The research design for the study was mixed methods, utilizing combines quantitative and qualitative methods. We as well utilized Questionnaires for collection views plus statistics from head teachers, facilitators (teachers), parents and other school stakeholders. Literature of published and unpublished works on social values and students’ holistic learning in Uganda and other countries was reviewed. In data analysis, both both numerical and qualitative data analysis methods were applied. The investigation drew upon collected superior data which focused on individual discourses regarding Students are taught moral and religious principles as part of the process of developing their character in school and how these values influenced them for social transformation into individuals with the ability to face obstacles in life with morality and direction. It was framed in the 4 foundations of learning according towards UNESCO's Knowledge: Jacques Delors in the Delors Commission Report (1966), wherein this report, Education is viewed as one of the main tools available to promote a deeper and more harmonious form of human development and, in turn, to lessen poverty, exclusion, ignorance, oppression, and war, rather than as a miraculous remedy or a magic formula that will open the door to a world in which all ideals will be realized. This lifelong education is built on the following principles: Learning to know, learning to do, learning to live together and learning to be1
This study examines the evolving landscape of online education, focusing on the readiness of educators and the integration of technology-enhanced teaching tools. The rapid shift to online learning, primarily driven by the COVID-19 pandemic, has highlighted educators’ need to develop robust digital competencies and adapt pedagogical strategies to virtual environments. Utilizing the Head, Heart, and Hand model, the research emphasizes cognitive, social/emotional, and behavioral engagements as critical for effective online learning. The study reveals a significant gap between the availability of technology-enhanced teaching tools and educators’ readiness to implement them effectively. This underscores the importance of continuous professional development and institutional support in bridging this gap. Training programs should address technological skills and pedagogical methods, aligning with the Technological Pedagogical Content Knowledge (TPACK) framework. The study also identifies future research areas, including the efficacy of different pedagogical models, developing digital competencies among educators, and enhancing student engagement in online environments. These findings contribute to understanding the challenges and opportunities in online education and provide insights for future educational practices.
We examine the ideal twenty-first century learner as discursively produced in recent future-oriented documents published by the OECD and UNESCO. Drawing inspiration from Bacchi’s question ‘What is the problem represented to be?’, we identify a constellation of interrelated discourses that together craft an image of a post-political, resilient, empathic, bio-perfected, transhuman learner. This learner is conditioned to endure, adapt and adjust to ongoing socio-political conditions and crises, rather than to contest, resist, or alter them. We argue that this portrayal is reflective of a deepening ideological alignment between the OECD and UNESCO – organisations that have traditionally held divergent views on the purpose and value of education. We conclude by advocating for the reinvigoration of subjectivities that prioritise political agency, defined as the capacity to act upon and transform the existing social order and power structures.
Teachers worldwide experience significant stress and burnout, impacting their health and the education systems. Recognizing the importance of social, prosocial, and emotional skills in education adds to this complexity. The European Policy Experimentation Project Teaching to Be (2021-2024) in Austria, Italy, Latvia, Lithuania, Norway, Portugal, Slovenia, and Spain, aimed to improve teacher wellbeing through innovative professional development. A digital game-based Online Wellbeing Course and a Teacher’s Handbook were developed in the project to enhance various aspects of teachers‘ professional wellbeing and organizational health. Using a mixed-methods research approach, it evaluated digital interventions on wellbeing, leading to tailored policy recommendations for enhancing teacher professional development and mental health. (DIPF/Orig.)
Teachers worldwide experience significant stress
and burnout, impacting their health and the education
systems. Recognizing the importance of social,
prosocial, and emotional skills in education adds to
this complexity. The European Policy Experimentation
Project Teaching to Be (2021-2024) in Austria, Italy,
Latvia, Lithuania, Norway, Portugal, Slovenia, and Spain,
aimed to improve teacher wellbeing through innovative
professional development. A digital game-based Online
Wellbeing Course and a Teacher’s Handbook were
developed in the project to enhance various aspects
of teachers‘ professional wellbeing and organizational
health. Using a mixed-methods research approach, it
evaluated digital interventions on wellbeing, leading to
tailored policy recommendations for enhancing teacher
professional development and mental health. Download: https://elibrary.utb.de/doi/10.35468/9783781560918
The article commences by introducing the “Teaching to Be” project, an initia-
tive under the European Policy Experimentation, which focuses on supporting
teachers’ professional growth and wellbeing in the realm of social and emoti-
onal learning. Subsequently, it delves into a presentation of various well-being
models and approaches to professional wellbeing. This highlights the diversity
of theoretical perspectives within this domain, some of which harmonize with
each other while others diverge. Simultaneously, it conscientiously acknow-
ledges blind spots and proposes potential novel, alternative pathways for the
future. The article serves as a prelude to fundamental deliberations that have
notably influenced the “Teaching to Be” project as well as our future-oriented
considerations. In this project, there is a dedicated focus on the well-being of
teachers in their profession. Download: https://elibrary.utb.de/doi/10.35468/9783781560918
This article focuses on teacher education and aims to gain new and differ-
ent insights into teacher education with reference to wellbeing. The Austrian
contribution initially introduces the project team and the understanding of
well-being from a specific tradition, which has particularly evolved through the
project over time. It highlights the importance of well-being and the diversity of
its interpretations, aiming to link this approach with several Austrian traditions
of thought. It also seems theoretically not insignificant how the word ‘well-
being’ or ‘wellbeing’ is spelt. To emphasize the connection to teacher education,
the concept of well-being is associated with the Didactic Triangle of Johann
Friedrich Herbart (1776–1841) and interwoven across and through Austrian
traditions of thinking. Some exemplary excerpts from focus groups illustrate
the theoretical considerations presented in this paper. The article suggests
that future research should particularly contemplate the directedness of one’s
exe gesis – because when considering Austrian traditions of thought, a careful
unpacking of the meaning is required. Particularly in the application of the
idea and concept in relation to teacher education. Download: https://elibrary.utb.de/doi/10.35468/9783781560918
This chapter describes the United Kingdom contribution to an international project which aims to better connect school geography with future careers in geography-related professions. We first provide a summary of student interests and career aspirations collected via an online survey (n = 128), before identifying a professional who uses geography knowledge and skills in their work. As survey data indicated that geography students were concerned about the environment and sustainability and were interested in associated jobs such as those in the renewable energy sector, the professional we selected was the Head of Onshore Wind and Solar Development (Wales and England) at a multi-national company. During interview, the professional provided their education background, role and responsibilities and discussed aspects of the geography knowledge, skills, data, perspectives, and technology used in their work. Drawing on this information, a career-orientated school geography lesson was developed and is outlined here. The chapter concludes with a discussion of why it is important to make links between professional and school geographers and how career-orientated lessons can support students to make informed decisions about future career paths.
In recent years, e-learning has experienced a surge in popularity as a teaching method. Digital platforms have revolutionized learning by offering learners a more flexible and accessible educational experience. However, it is crucial to recognize that mere access to online materials does not guarantee effective learning outcomes. The design of online learning experiences plays a pivotal role in engaging learners and facilitating a stimulating and successful educational journey. This chapter commences by introducing the concept of e-learning and tracing its historical evolution. Subsequently, it delves into various critical questions surrounding the advantages and disadvantages of e-learning, as well as the pedagogical approaches employed in this environment. The authors then propose a model based on the three systems of a training module, providing a framework for effective e-learning design. Finally, the chapter concludes by illustrating scripting tools for e-learning, equipping teachers interested in e-learning with invaluable resources for developing their e-learning scenarios.
Se analizó el dominio de contenidos disciplinares en los egresados de la carrera de docencia en Educación Básica de la Universidad Nacional de Educación en Ecuador. La metodología fue mixta. Los resultados indican que los graduados afirman no haber tenido una formación suficiente relacionada con los contenidos disciplinares. Sus dificultades radican en ofrecer a los alumnos contenidos que no corresponden al grado en el que se encuentran, agregando poco valor a lo que los estudiantes han aprendido en grados anteriores.
The dearth of large-scale profile studies in the context of the Republic of Korea (hereafter Korea) has limited the understanding of classroom praxis and factors that predict instructional practices. To fill this gap, we employed the data from the 2018 Teaching and learning international survey to identify instructional profiles of Korean schoolteachers in relation to cognitive activation, the clarity of instruction, classroom management, and the use of enhanced activities. We then examined how teachers’ perceived self-efficacy, satisfaction with classroom autonomy, engagement in teacher collaboration, and school climate differed across each profile. A latent profile analysis revealed four distinct profiles: Laissez-faire, Controlling, Typical, and Versatile, primarily distinguished by the use of classroom management practices. First, Laissez-faire and Controlling teachers reported strong levels of self-efficacy in classroom management. Second, as satisfaction with classroom autonomy increased, the likelihood of belonging to the Controlling and Versatile profiles increased. Third, collaboration was the key to Versatile profile membership. Fourth, innovative instructional practices and a positive school climate were related. Finally, controlling membership was associated with a negative school climate and a low sense of efficacy in engaging students. These findings have important implications for professional development programs and policies in the Korean educational system.
Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.
Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».
Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.
Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.
The European preschool sector is receiving increased attention. The European Council Recommendations (2018; 2019) emphasize the need for ECEC to be at the forefront in developing teaching practices conducive to key competences. Among these, Learning to Learn (L2L), crucial at this developmental stage. Italian preschool is of good quality and inclusive. However, the 2019-2020 self-evaluation round evidenced some weaker areas. Only 28.7% of leaders declare that children in their preschool have a positive self-esteem. In addition, teachers seem unaware of L2L in early childhood and hold misconceptions on its acquisition. This contribution advances an evidence-based trajectory for preschool teachers’ in-service training on L2L, framed within a sociocultural perspective, for their empowerment. The core of this proposal is to uncover teachers’ L2L conceptions that are generally unconscious. Reflecting on their own L2L, teachers are empowered and able to prepare a preschool environment where children may acquire self- and co-regulated learning competences.
Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demonstrates a recursive process of collaborative construction, reviewing and refinement of representational systems and models. The multimodal epistemic practices of the discipline, involving the generation, evaluation and refinement of the semiotic systems that frame scientific ideas and practices are presented to both stimulate and support generative critical thinking. How semiotic systems in primary science can provide a focus, stimulus, and tool, for not only students’ generative critical thinking but also teacher monitoring and support is presented.
Thearticledealswiththeeffectivenessoftheuseof ICTandmediaresourcesbyphilologystudentsintheeducational process of higher education. The authors set the goal of investigating the features of the effective use of ICT and, in particular, media resources by philology students in the educational process of higher education. The tasks consist in the analysis of modern studies of the outlined problems, in the search for effective media resources and models of the implementation of information technologies in order to improve the quality of the educational process. It is assumed that thanks to the use of computer networks, online learning tools, personal offices, Telegram-channels and chat-bots, teachers have been given the opportunity to provide new information in such a way as to satisfy the individual requests of each student, because today in a short period of time it is necessary to teach each child to assimilate, understand, transform, analyze and use large volumes of information in practical activities. The main directions in which the active search and selection of effective models of information technology implementation are carried out in order to improve the educational process are characterized: development of the educational environment; use of innovative teaching aids; introduction of the latest learning technologies in the educational process; modernization of organizational forms of educational activity. Attention is focused on the fact that currently it is necessary to focus on one’s own professional development, the peculiarities of the educational e-environment and improving the quality of providing educational services with the help of ICT and media resources, increasing the interest and activity of education seekers, etc. It is noted that the survey of the participants of the educational process remains one of the most successful and widespread methods of evaluating the optimization of language and literature learning with the help of media resources
Since the introduction of the learning-to-learn reform in 2000, Hong Kong policy-makers indicated that they would engage extensively and continuously in policy borrowing based on other high-performing jurisdictions worldwide. An illustrative example is the introduction of the 3 + 3 + 4 New Academic Structure since 2009. However, one of the areas that remain unexplored is the introduction of a broadening General Education among all eight publicly funded universities in the additional year of the four-year undergraduate education. Through narrative review on the basis of Ochs and Phillips’s theoretical model of policy borrowing in education, this article aims to offer an overview of the introduction of General Education among these universities and how it has been undergoing the four respective stages of (1) cross-national attraction; (2) decision; (3) implementation; and (4) internalisation or indigenisation. This will touch upon evaluating the key features being borrowed, adapted, and implemented, reviewing the relevant processes and outcomes, as well as highlighting the issues and challenges that have been and will be experienced. All these evidence-based perspectives can allow practitioners, policymakers, and researchers to better understand the complex policy borrowing process of General Education as a global educational initiative.
In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and creating a set of rubrics that can be used by either teacher educators or preservice teachers, in this case, as a self-assessment instrument. The research design was based on a modified Delphi method composed of five rounds to collect both qualitative and quantitative data. A panel of 31 experts was involved in an iterative process until a consensus among the experts was reached. The rubrics can be employed in several contexts and situations such as: before and after an international experience, during or after a simulation or a workshop based on intercultural and real-world situations.
With qualitative document analysis, this research focuses on Hong Kong's intended General Education Curriculum (GEC) across the eight publicly funded universities in Hong Kong, in relation to the macro and meso context by departing from the dimensions of (1) rationale; (2) aims and objectives; as well as (3) content. Their GEC can generally be viewed as transmitting a body of structured pure knowledge under academic rationalism, offering fluency and training of useful skills and dispositions under social efficiency, facilitating self-actualization through personalized process of inquiry under child-centeredness, as well as analyzing society and constructing changes under social reconstructionism.
Broadening participation in scientific fields, conceptually, is about enhancing the involvement and academic outcomes of underrepresented groups at all levels of education. In recent decades the American Association of Geographers (AAG) and geography departments have collaboratively worked to increase the representation of women, minorities, and persons with disabilities among undergraduate students, graduate students, and the academic and nonacademic professional workforce. Efforts to broaden participation in geography are ongoing, yet mostly continue to exclude K–12 educators and students. Using multiple data sets provided by the National Assessment of Educational Progress (NAEP), this article examines the extent to which students in secondary education are acquiring knowledge representing the distinctive substance and thought processes of geography. NAEP item maps for different student groups were created to analyze varying levels of competency over geography subject matter. Results indicate most students do not know enough geography to think geographically at a high level of proficiency, with persisting achievement gaps associated with race, gender, and other student characteristics. Social disparities in geography achievement are symptomatic of widespread and systemic barriers to geography’s powerful epistemic knowledge, underscoring the need for geographers to adopt a comprehensive research-based strategy for broadening participation that bridges K–12 and postsecondary education.
Global competence is an increasingly important disposition for today’s society. Prospective teachers will have to be able to teach effectively in multicultural classrooms as well as develop dispositions of global competence in their future students. This pilot study was aimed at investigating what aspects of global competence should be integrated into initial teacher education programmes. Twenty-four teacher educators from fifteen European countries were involved in a qualitative study to underscore the topics, the contexts, the actors and the methodologies that can support the integration of global competence into programmes for preservice teachers. The findings indicate that global competence is a multidimensional concept associated with aspects directly related with the teaching profession such as cooperation, inclusion, social engagement, multicultural dialogue. The results also identify the methods and the contexts for an educational pathway for preservice teachers where the idea of global competence can emerge more easily.
A iniciativa Future Classroom Lab (European Schoolnet, 2017) visa a promoção de ambientes educativos inovadores (AEI), o que exige às escolas a modificação física da sala de aula, associada à transformação das práticas didáticas (Bannister, 2017; Bento, 2018; OECD, 2017; Pedro, 2017). Decorrente destas orientações foi concebida a unidade curricular (UC) AEI integrada no plano de estudos do Mestrado em Recursos Digitais em Educação do Instituto Politécnico de Santarém/Escola Superior de Educação. Esta UC iniciou-se com a caracterização dos AEI e dos seus princípios e o estudo do modo como as competências para o séc. XXI podem ser desenvolvidas nos AEI. Sabendo que os AEI proporcionam oportunidades únicas para acelerar a geração e difusão de inovação (Osborne, 2016), a UC focou-se também na exploração de diferentes abordagens pedagógicas inovadoras (por exemplo, Project-Based Learning, Inquiry-Based Learning), com a finalidade de capacitar os mestrandos com os conhecimentos essenciais para a utilização dos AEI. Foi dada particular enfâse à conceção e discussão de cenários de aprendizagem inovadores em AEI e à reflexão sobre o seu contributo para as práticas docentes. Esta comunicação apresenta um estudo exploratório acerca das perspetivas dos estudantes, com um perfil profissional de docente, que frequentaram a UC de AEI sobre as implicações desses ambientes para as suas práticas. Para conhecer as suas opiniões e promover a discussão conjunta foi realizada uma entrevista semiaberta de grupo focado, com quatro professoras. A análise de conteúdo das respostas organizou-se em duas dimensões, definidas a priori: 1) Quanto às vantagens associadas à utilização dos AEI foram referidas a colaboração entre professores e alunos; mudança no papel do professor e aluno; motivação; autonomia; 2) No que diz respeito aos constrangimentos associados à utilização dos AEI, os docentes indicaram o trabalho extenso de preparação das atividades, dificuldades de colaboração com outros colegas, complicações na gestão da sala de aula, resistência à mudança, complexidade da construção de recursos educativos adequados aos AEI e limitações de tempo devido à pressão do cumprimento do programa. Este estudo exploratório levanta a necessidade da continuidade da aposta na formação de professores sobre AEI, nomeadamente para os capacitar para a sua utilização em contexto profissional e proporcionar-lhes estratégias para a superação dos constrangimentos que podem associar a estes ambientes.
Measuring Innovation: A New Perspective presents new measures and new ways of looking at traditional indicators. It builds on 50 years of indicator development by OECD and goes beyond R&D to describe the broader context in which innovation occurs. It includes some experimental indicators that provide insight into new areas of policy interest. It highlights measurement gaps and proposes directions for advancing the measurement agenda.
This publication begins by describing innovation today. It looks at what is driving innovation in firms, and how the scientific and research landscape is being reconfigured by convergence, interdisciplinarity and the new geography of innovation hot spots. It presents broader measures of innovation, for example using new indicators of investment in intangible assets and trademarks.
Human capital is the basic input of innovation, and a series of indicators looks at how well education systems are contributing to the knowledge and research bases. Further series examine how firms transform skills and knowledge, and shed light on the different roles of public and private investment in fostering innovation and reaping its rewards, with concrete examples from major global challenges such as health and climate change.
Measuring Innovation is a major step towards evidence-based innovation policy making. It complements traditional "positioning"-type indicators with ones that show how innovation is, or could be, linked to policy. It also recognises that much more remains to be done, and points to the measurement challenges statisticians, researchers and policy makers alike need to address.
Thank you for being late-An optimist's guide to thriving in the age of accelerations
- T Friedman
Friedman, T. (2017). Thank you for being late-An optimist's guide to thriving in the age of
accelerations. New York, NY: Farrar, Straus and Giroux.
Improving school leadership : Policy and Practice
- B Pont
- D Nusche
- H Moorman
- D Hopkins
Pont, B., Nusche, D., Moorman, H., & Hopkins, D. (2008). Improving school leadership : Policy and
Practice. Paris: OECD Publishing.
He is the recipient of numerous honors and awards, including the "Theodor Heuss" prize, awarded in the name of the first president of the Federal Republic of Germany for "exemplary democratic engagement
- Australia
Australia. He is the recipient of numerous honors and awards, including the "Theodor Heuss"
prize, awarded in the name of the first president of the Federal Republic of Germany for
"exemplary democratic engagement". He holds an honorary Professorship at the University of
Heidelberg.
PISA 2012 results: Excellence through equity
- Oecd
OECD. (2013). PISA 2012 results: Excellence through equity (Volume II). Paris: OECD Publishing.