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3 December 2011 e-ASIA2011: Realizing Digital Nation
<ul><li>The need for 21 st  century skills </li></ul><ul><li>Assessment systems in the region </li></ul><ul><li>Use of ICT...
The need for 21 st  century skills   <ul><li>New set of skills is needed to be competent in the connected and changing wor...
<ul><li>“ Prepare students for jobs that haven’t been created… </li></ul><ul><li>… solve problems that may not even exist....
Systemic approach in education and learning systems Source: UNESCO Bangkok (2011),  Presentation to KEDI Regional Policy S...
<ul><li>Assessment systems to deliver 21 st  century skills </li></ul>
The assessment phenomena
<ul><li>In almost all education systems, assessments are designed to measure competence against the school curriculum </li...
Challenges and opportunities with  learning assessments <ul><li>Wide disparities in learning achievement across and within...
Private tutoring… “shadow” education Compiled from UNESCO Bangkok (2011) and Silova (2007) and Sujatha (2007) in  Bray (20...
UNESCO initiatives <ul><li>Learning assessment  – investigating through research, surveys and forums: </li></ul><ul><ul><l...
Use of exam results in the region Source: Evidence from some countries in the region, UNESCO Bangkok 2011 Curri-culum chan...
Use of assessment results Source:  Draft, as yet unpublished SABER surveys.  * - Data for China and Japan are estimates fr...
<ul><li>3. Use of ICT in education to deliver 21 st  century skills: </li></ul><ul><li>UNESCO Initiatives  </li></ul>
ICT-pedagogy integration <ul><li>Re-direct focus from technology literacy to ICT-enhanced  student-centered learning to de...
Teacher education for project-based learning and tele-collaboration* <ul><li>PBL, one of the student-centered learning app...
Regional Experience Sharing Events <ul><li>Regional Seminar Innovative ICT Practices in Teaching and Learning:  </li></ul>...
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21st century skills are our education systems delivering gwang-chol chang

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21st century skills are our education systems delivering gwang-chol chang

  1. 1. 3 December 2011 e-ASIA2011: Realizing Digital Nation
  2. 2. <ul><li>The need for 21 st century skills </li></ul><ul><li>Assessment systems in the region </li></ul><ul><li>Use of ICT in education to deliver 21 st century skills: UNESCO experience </li></ul>Outline
  3. 3. The need for 21 st century skills <ul><li>New set of skills is needed to be competent in the connected and changing world: </li></ul><ul><li>Critical thinking </li></ul><ul><li>Problem solving </li></ul><ul><li>Collaboration </li></ul><ul><li>Communication </li></ul><ul><li>Technology literacy </li></ul>Static knowledge Connected: Changing knowledge Main sources: Book & Teacher
  4. 4. <ul><li>“ Prepare students for jobs that haven’t been created… </li></ul><ul><li>… solve problems that may not even exist.” </li></ul><ul><li>Former US Education Secretary Richard Riley </li></ul><ul><li>But are we delivering? </li></ul>
  5. 5. Systemic approach in education and learning systems Source: UNESCO Bangkok (2011), Presentation to KEDI Regional Policy Seminar.
  6. 6. <ul><li>Assessment systems to deliver 21 st century skills </li></ul>
  7. 7. The assessment phenomena
  8. 8. <ul><li>In almost all education systems, assessments are designed to measure competence against the school curriculum </li></ul><ul><li>However, interestingly, when asked to select all which apply, only around a quarter felt that their exams reflected either aptitude or intelligence, or practical skills applied in real-life situations </li></ul>What do assessments currently measure? Source: Draft, as yet unpublished SABER surveys. Note: Data for China and Japan are estimates from World Bank/UNESCO consultants.
  9. 9. Challenges and opportunities with learning assessments <ul><li>Wide disparities in learning achievement across and within countries </li></ul><ul><ul><li>Laying solid learning foundations in early grades, key to post-basic expansion </li></ul></ul><ul><ul><li>Appraising education quality in the mirror of equity </li></ul></ul><ul><li>Teaching for the test, neglect of aspects not tested </li></ul><ul><ul><li>Emerging demand for key competencies that go beyond traditional cognitive skills </li></ul></ul><ul><ul><li>Increasing reflection on non-cognitive skills (e.g. Delors report, post-2015 agenda) </li></ul></ul><ul><li>Policies for improved student learning outcomes are not evidence-based </li></ul><ul><ul><li>More systematic use of assessment results for effective policy change and reforms to improve teaching and learning processes </li></ul></ul><ul><li>Excessive focus on (high-stakes) exams, ignoring aspects of curriculum not tested, and leading to increased private tutoring </li></ul><ul><ul><li>Need to make assessments relevant and conductive to fostering 21 st century skills </li></ul></ul>
  10. 10. Private tutoring… “shadow” education Compiled from UNESCO Bangkok (2011) and Silova (2007) and Sujatha (2007) in Bray (2009 ).
  11. 11. UNESCO initiatives <ul><li>Learning assessment – investigating through research, surveys and forums: </li></ul><ul><ul><li>how countries in the region assess student performance </li></ul></ul><ul><ul><li>how these assessments are used to undertake policy reforms and to improve teaching and learning process </li></ul></ul><ul><ul><li>what, if any, real or perceived side-effects the assessments may have </li></ul></ul><ul><li>Systemic level – further developing SABER* </li></ul><ul><ul><li>Developing and testing a set of practical diagnostic tools for describing and assessing education systems </li></ul></ul><ul><ul><li>Pilot test of the policy domains in East Asia in 2011, with 8 policy domains, with the report due early 2012 </li></ul></ul><ul><ul><li>Further test of a SABER survey tool in way which is simple enough to be useful yet comprehensive enough to be meaningful </li></ul></ul><ul><ul><li>UNESCO to contribute to strengthen the SABER evidence, through investigation of: </li></ul></ul><ul><ul><ul><li>the role of culture in shaping education systems and learning outcomes </li></ul></ul></ul><ul><ul><ul><li>the effective use of assessment results for policy and learning improvements </li></ul></ul></ul><ul><li>* SABER (System Assessment and Benchmarking for Education Results), The World Bank initiative, Joint UNESCO/World Bank pilot in East Asia </li></ul>
  12. 12. Use of exam results in the region Source: Evidence from some countries in the region, UNESCO Bangkok 2011 Curri-culum change Inter-ventions for students Inter-vention for schools Inter-vention on specific subject area Profes-sional development of teachers Profes-sional develop-ment for principals/ school leaders Seminars for policy-makers, Researchers Seminars for unions & Profes-sional bodies Feedback to students Kazakhstan ѵ       ѵ ѵ ѵ   ѵ Kyrgyzstan ѵ ѵ ѵ ѵ ѵ ѵ ѵ   ѵ Uzbekistan ѵ ѵ     ѵ ѵ ѵ     Mongolia         ѵ   ѵ     Australia (Victoria)         ѵ         New Zealand ѵ ѵ ѵ ѵ ѵ ѵ ѵ ѵ ѵ Cook Islands   ѵ ѵ ѵ ѵ ѵ     ѵ Palau ѵ ѵ ѵ   ѵ ѵ     ѵ Tokelau ѵ ѵ     ѵ ѵ       Bhutan ѵ ѵ   ѵ ѵ ѵ ѵ   ѵ Iran     ѵ             Sri Lanka         ѵ ѵ ѵ   ѵ Lao PDR ѵ       ѵ   ѵ    
  13. 13. Use of assessment results Source: Draft, as yet unpublished SABER surveys. * - Data for China and Japan are estimates from World Bank/UNESCO consultants. All but two education systems * report running a national (or sub-national) large-scale assessment scheme Most common official purposes / uses of the assessment scheme Percentage of jurisdictions* with an assessment scheme that answered ‘yes’ 1 Monitor education quality 92 2 Support teachers by providing pedagogically relevant information 58 Policy or program evaluation Provide support and guidance to underperforming schools and teachers 3 School accountability (e.g., recognition, probation, accreditation, closure) 50 Student accountability (e.g., promotion, retention, graduation, admission) Policy design or decision making 4 Monitor education inequalities 42 5 Promote competition among schools, orient demand and school choice 25 6 Teacher accountability (e.g., bonuses, probation, promotion) 17
  14. 14. <ul><li>3. Use of ICT in education to deliver 21 st century skills: </li></ul><ul><li>UNESCO Initiatives </li></ul>
  15. 15. ICT-pedagogy integration <ul><li>Re-direct focus from technology literacy to ICT-enhanced student-centered learning to develop 21 st century skills </li></ul><ul><li>Triangular model: Leadership, curriculum and teaching capacity </li></ul>Deans’ Forums Curriculum Development Workshops Capacity Building Workshops for Teacher Educators Capacity building for better integration Leadership Curriculum Teaching Capacity
  16. 16. Teacher education for project-based learning and tele-collaboration* <ul><li>PBL, one of the student-centered learning approaches that normally requires critical thinking, problem solving, collaboration. </li></ul><ul><li>Tele-collaboration: ICT enables students to collaborate anytime anywhere across the globe. </li></ul><ul><li>Partner with teacher education institutes (TEIs) to build capacity of teacher educators and teachers to design, implement and assess ICT-enhanced collaborative PBL. </li></ul><ul><li>Beneficiary countries: Bangladesh, China, Malaysia, Philippines, Thailand and Viet Nam (Pakistan to be included in 2012) </li></ul>Source: UNESCO Bangkok, project implemented with Korea Funds-in-Trust, 2010-2012)
  17. 17. Regional Experience Sharing Events <ul><li>Regional Seminar Innovative ICT Practices in Teaching and Learning: </li></ul><ul><ul><li>An annual platform for trained teachers to share and compete their PBL outputs </li></ul></ul><ul><ul><li>Approx. 100 teachers and teacher educators from different countries in AP participated in the first Seminar in Bangkok, 2011 </li></ul></ul><ul><li>International Symposium on ICT in Education: Potential and Lessons Learnt: </li></ul><ul><ul><li>Central and East Asian countries met in Mongolia, Sep 2011 </li></ul></ul><ul><ul><li>to share experiences and learn from successful practices and best achievements in ICT in Education, including how ICT is improving learning </li></ul></ul>
  18. 18. Thank you

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