IDRA 2015 Annual Report – The Power of Possibility: How IDRA and Our Partners...Christie Goodman, APR
IDRA’s 2015 Annual Report highlights the ways in which 2015 was a pivotal year for children both in terms of progress and deepening disparities. It shows how IDRA and our partners are valuing children of all backgrounds by keeping a sharp focus on educational quality and equity. We are producing research and analyses that matter and putting in place effective programs, strategies, policies and solutions to secure public education that works for all children.
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
IDRA 2015 Annual Report – The Power of Possibility: How IDRA and Our Partners...Christie Goodman, APR
IDRA’s 2015 Annual Report highlights the ways in which 2015 was a pivotal year for children both in terms of progress and deepening disparities. It shows how IDRA and our partners are valuing children of all backgrounds by keeping a sharp focus on educational quality and equity. We are producing research and analyses that matter and putting in place effective programs, strategies, policies and solutions to secure public education that works for all children.
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
The purpose of Ohio REACH is to address recruitment and retention of emancipated foster youth in Ohio’s higher education system and establish foster care liaisons at Ohio universities and community colleges.
R4D's Nicholas Burnett's keynote presentation at the International Step by Step Association's ISSA Conference 2016 in Vilnius, Lithuania. #ISSAVilnius2016
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
Futures-thinking for the next generation ASEANs: facing the 21st century lan...Mavic Pineda
This presentation was delivered as part of the SUT Fiesta Discourse on Language Learning in the 21st Century, in Suranaree University of Technology, Nakon Ratchasima, Thailand, Nov. 25, 2013. The event was organized by Dr. Andrew Lian.
The purpose of Ohio REACH is to address recruitment and retention of emancipated foster youth in Ohio’s higher education system and establish foster care liaisons at Ohio universities and community colleges.
R4D's Nicholas Burnett's keynote presentation at the International Step by Step Association's ISSA Conference 2016 in Vilnius, Lithuania. #ISSAVilnius2016
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
Futures-thinking for the next generation ASEANs: facing the 21st century lan...Mavic Pineda
This presentation was delivered as part of the SUT Fiesta Discourse on Language Learning in the 21st Century, in Suranaree University of Technology, Nakon Ratchasima, Thailand, Nov. 25, 2013. The event was organized by Dr. Andrew Lian.
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
I explored some ideas and shared some information with various groups within the College in Thunder Bay, Ont on 23rd January. This is the deck I dipped in / out of. No one group saw all of these slides and all groups saw some of the same slides. Dip in and explore.
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
The Probus Club is a club for retired persons. This presentation will be made on Tuesday 26th November (am) and is freely shared. It explores the future and the implications of living in the "in-between time" - a time of transition.
Presentation to Executive MBA students attending a week long leadership course / experience, July 25th at the Sheraton Cavalier, Calgary, Alberta, Canada.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
18. Supports
and
Enablers
Leverages the Asset
Base within the
School /Community
Flexible and
Forward Thinking,
Governance,
Leadership and
Decision Making
Focused Innovation
Deep Knowledge
and Understanding
Effective Enablers
and Supporters
Adaptive
Capacity
20. 70% of young people in
Canada say that they
are happy..
10% say emphatically
that they are not
The happiest place for young
people is Indonesia
21. Across the world, 46% of
young people say school is a
huge stressor
In Canada this figure is 63%
Students spend over 15,000
hours in school.
It is a place of anxiety for
many.
22. Between 1978/79 and 2004, the
combined prevalence of obesity among
those aged 2 to 17 years in Canada
increased from 15 per cent to 26 per
cent.
Increases were highest among youth,
aged 12 to 17 years, with overweight
and obesity more than doubling for
this age group, from 14 per cent to 29
per cent.
Of young people diagnosed with Type 2
diabetes, 44% are First Nations, Metis
or Inuit.
Statistics Canada
23. An estimated 1.5 million Canadian
children and youth (aged 5-24) are
affected by mental health issues
and are not receiving access to
appropriate supports, treatment, or
care, with as many as 70% of
young adults living with mental
health problems or illnesses
reporting that symptoms started in
childhood.
Approximately 6% of young people
experience and anxiety disorder
serious enough to warrant
treatment.
24. OPIOID CRISIS
In 2016 there were 914 overdose
deaths in B.C., two-thirds linked to
fentanyl. This number includes 142
deaths last December, 11 in one night..
Another 116 overdose deaths happened
in BC in January 2017.
While the West Coast is the epicenter,
drug users are dying across the
country. There were 343 fentanyl and
carfentanil-related deaths in Alberta in
2016.
Final Ontario numbers have not yet
been released for 2016, there were 353
overdose deaths reported in Toronto
alone in 2016.
25. • Youth are among the highest
risk populations for suicide.
In Canada, suicide accounts
for 24 percent of all deaths
among 15-24 year olds and
16 percent among 16-44 year
olds. Suicide is the second
leading cause of death for
Canadians between the ages
of 10 and 24. Teen suicide is
growing, especially amongst
First Nations and
disadvantaged youth.
26. 1 in 7 persons in Canada live in
poverty – 4.9 million people.
17% of Canada’s youth live in
poverty – but for Canada’s
indigenous youth, this figure is
between 45-50% (varying by
location). BC has 19.8% of young
people (0=17) in poverty.
1 in 5 workers in Alberta are low
wage workers – in Ontario it is 1 in 8
and in Metro Vancouver 1 in 10
1 in 10 students at school live in
poverty.
27. Edmonton Public Schools and the Calgary
Board of Education exceed class size average
guidelines across all grade divisions according
to their class size average reports.
56 od 61 school Boards in Alberta also report
similar figures. In some districts, there are as
many as 40 students in a high school class.
TALIS international comparisons suggest that
Alberta class sizes are larger than in any
other developed, high performing school
systems except Japan.
TALIS also shows that Alberta classrooms
have more complexity (more students with
English as a second language, more special
needs students and more students from a
lower economic status) than any international
comparators.
28. Average annual pay of top 1% of
Canadians is $454,800 (2013) – they
take 10.6% of all Canadian earnings
If we look at 2005-12, the top 10% of
Canadians saw income rise by 42%
while the bottom 10% saw it fall 15%
The richest 60 Canadians hold 70%
of the country’s wealth.
29. Because of..
Technological advances
Greater access to education across the
life-cycle
Faster and easier communication
Global sense of citizenship
Youthful commitment to peace
But are fearful of..
Warmongering by the US
Growing inequality in Canada
Climate change / environment
30.
31. What they say:
Authenticity
Engagement
Respect
Richness of Experience
What they want
Authentic learning
Compassion and respect for them as
persons - e.g. as part of the design of
learning
Challenge
Feedback which enables not disables
Structure
33. I know what is expected of me in school today
I have everything I need to be a successful student today
At this school I have an opportunity to shine as a student
every day
In the last five school days I have been recognized for my
achievements by a teacher
My teachers know me and care about me as a person
My voice as a student counts in this school – I feel I can
make a difference
34. What this school stands for makes me proud to be a
student
Everyone in my class is committed to doing quality work
I have a best friend at school
Every month someone talks to me about my progress at
school
Every month I feel I have an opportunity to grow through
learning
My teachers are committed to my development
37. Technological Change
35% of all existing jobs will go by 2030 as a result of 3D printing, Robotics, Artificial
Intelligence and related technologies (stem-cells, graphene, etc.)
Self-driving cars, buses, trains and trucks likely to replace current transport systems over
time – potential displacement of some 3.5 million North American workers by 2030
570,000 surgeries in 2014 were robotically assisted
Demographic Shifts
By 2030, 30% of Canadians will be over 60 years of age
There will be 2 working age people in Canada for each retiree – down from 4 in 2015.
GDP could fall by as much as 52% (McKinsey)
More seniors than students in K-12 for the first time.
Austerity
Per-capita investments in public education falling as complexity increases
38. Economics
By 2025 almost 50% of the world’s billion dollar companies will be headquartered in
emerging markets, not in North America or Europe (41% of them are already Asian
based)
425 major cities will fuel the global economy – 315 of them are in Asia
Environment
Climate change and extreme weather events will change forests, rivers, habits and eco-
systems.
9.5 Billion People will live on earth by 2050
One impact of environmental change is increased migration, especially due to water
related issues
45. Build and empower teacher teams..
Build and empower supports for learners and learning
Enable the student voice to be heard
Connect to others around the world: collaborate, engage, adopt/adapt
Focus, re-focus, and focus again on equity as an ambition in terms of outcomes for
all learners
Never let a good crisis go to waste..
Use “small data” to capture the nuances of their work
46. How changing language can change
behaviour. A school used to use the
language of “students at risk” and
sought to encourage faculty identify
students who were at risk. Few faculty
did so. But when they changed this
ask to “identify students with promise
whose promise is unfilled” not only did
they get a much larger response, they
also received a great many suggestions
from faculty about what an
appropriate response to the students
need might be.
47. How changing context can change
outcomes. When a teacher gives a
context to some task or challenge then
students see the task or challenge in
that context. Changing the context – for
example, rather than being a health care
context it becomes the context for a new
video game – can change how the
learner approaches this task. A colleague
did this – asked his class to create the
rules for a new battle game between
conflicting parties and then showed
them how their rules for the battle were
similar to the rules for a particular legal
process. “One class I wont forget in a
hurry…”
48. How observing peer groups can produce
better group activities. A teacher set
three groups different versions of the
same task – each group had a different
component of the same problem and the
“solution” required all three groups to
realize that they needed to share
information between the groups if any
one of them was to be successful in
solving the problem. Though she had not
intended to formally teach problem
solving skills, she used the experience of
the group work to do so with the result
that the next time she undertook group
activities all of her groups performed
better, faster, smarter.
49. How watching an individual student try
to master a complex problem can help
identify problem solving skills which can
be shared. The teacher sat with a
student who was struggling with some
basic chemistry. Rather than explain the
chemistry, the faculty member explored
how the student was thinking about the
work and what kind of processes they
were using to “solve” the problem. This
generated several insights not why this
and other students were struggling with
thinking like a chemist and led to
significant changes in the design and
delivery of these courses.
53. 1. “No one else is coming…” (Margaret Wheatley) – the school is “it” in terms of
impact on the lives of learners
2. Trying to manage and control professionals is like trying to build an aeroplan
in flight – professionals need to be engaged and own their work, we can help
them focus and align
3. Student voice matters – if we dont engage them in this work it is not
surprising that they disengage.
4. The future is now – many parents and students worry about “getting ready
for the future” (work, etc.). The future is now.
5. The real work of the school is to create a climate of trust, engagement and
enjoyment; to build resilience and adaptive capacity – it’s supposed to be fun!
ECOSYSTEM
Every child comes from a complex family, cultural and social system
Every teacher comes from a different complex, family, cultural and social system coupled with assumptions about their role, professionalism and tasks
Every school is placed in a community and communities have complex histories, biographies and dynamics
Every school is part of a school system and no two schools within that system are the same and no two school systems are the same
Every school has rhythms, disruptions and dynamics which change daily - superficially the same, always different
We can see the surface – the “tip of the iceberg”
But beneath this tip of the “iceberg” ecosystem are:
Change and opportunity dynamics
Resistance dynamics
Expectations and performance dynamics
The drama of the lives of students, teachers and leaders
The failings of the school in terms of equity, performance and compassion
Deviation dynamics – the exceptions, the “falling through the cracks” challenges
Adaptive Capacity
Source:Generation Z Global Citizenship Survey Varkey Foundation (January, 2017)