21st Century Inequality? Transferable skills and who learns them
by Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
presented at CIES International Conference
Atlanta, 6-9th March 2017
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017
A comparison-between-paper-and-pencil-and-paperless-assessmentRose Shayeghi
مقاله A Comparison between Paper-and-Pencil and Paperless Assessment نوشته آقای شهرام کیانوش مدیر و خانم المیرا سلطانی کارشناس آموزش دپارتمان آزمون و سنجش آکادمی سفیر گفتمان در اولین کنفرانس ملی New Trends in English Language Teaching and Applied Linguistics دانشگاه گلستان در تاریخ 26 بهمن ماه 96 به صورت شفاهی ارائه شد.
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017
A comparison-between-paper-and-pencil-and-paperless-assessmentRose Shayeghi
مقاله A Comparison between Paper-and-Pencil and Paperless Assessment نوشته آقای شهرام کیانوش مدیر و خانم المیرا سلطانی کارشناس آموزش دپارتمان آزمون و سنجش آکادمی سفیر گفتمان در اولین کنفرانس ملی New Trends in English Language Teaching and Applied Linguistics دانشگاه گلستان در تاریخ 26 بهمن ماه 96 به صورت شفاهی ارائه شد.
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton YoungHazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007.
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
Whose Progress? Causes and Consequences of Unequal Transitions
by Rhiannon Moore & Bridget Azubuike, Young Lives, University of Oxford
presented at the CIES international Conference
9th March 2017
An Extensive Longitudinal Study into Children & Youth around the world: Methodological challenges, strengths and weaknesses
Marta Favara, Young Lives
CLOSER Longitudinal Methodology Series seminar
July 28th , 2016
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Overview on Edible Vaccine: Pros & Cons with Mechanism
CIES 2017 From Access to Equity (3) 21 Century Skills
1. 21st
Century Inequality? Transferable skills and
who learns them
Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
CIES Conference
Atlanta, 6-9th
March 2017
@yloxford
@p_iyer15
@rhi_moore
3. Learning quality at upper primary /
secondary level: going beyond
curriculum knowledge and
foundational skills
‘Critically needed skills to enable
success in terms of employment,
health and personal wellbeing’
(Rankin et al 2015)
‘Crucial ingredient for disadvantaged
youth to get and keep jobs’ (Moore &
Novy-Marx 2016)
TRANSFERABLE SKILLS
5. India and Vietnam
• Focus at system level: education policy
frameworks (UNESCO 2016)
• Problem solving & critical thinking test
at Wave 2
Ethiopia
• Less emphasis at system level
• Language skills = more relevant as
‘transferable’ at upper primary level
• Functional Amharic test at Wave 2
Problem solving & critical thinking
TRANSFERABLE SKILLS IN OUR STUDY COUNTRIES
6. Functional English
TRANSFERABLE SKILLS IN OUR STUDY COUNTRIES
‘Application of [English language] skills
in purposeful contexts and scenarios that
reflect real-life situations’ (OFQUAL
2011)
Policy demand in for all three countries
Transferable skill for higher levels of
education and the labour market
7. FUNCTIONAL ENGLISH IN OUR STUDY COUNTRIES
Ethiopia India Vietnam
English as a MOI in school
English as a subject in school
Private tuition in English
Exposure to English at home and in local
community
e.g. talking to parents, siblings, friends, neighbours
Informal life experience
e.g. English magazines, English TV, using English online
= All / almost
all children
= Some children, particularly
those in urban areas
= A small number of
children
Exposure to English in YL study countries (Moore 2016)
9. ASSESSING FUNCTIONAL ENGLISH
Items graded against CEFR
common reference levels:
A1 (Basic User) to C2
(Proficient User)
Balance of skills and levels
to suit each country
Common items tests on
a common scale
Ability to compare learning
progress across countries
Test of reading skills English assessment common items, Wave 1
10. ASSESSING PROBLEM SOLVING & CRITICAL THINKING
One-off test (end of year)
Problem solving
• ‘an individual’s capacity to use cognitive
processes to resolve real, cross-disciplinary
situations where the solution path is not
immediately obvious’ (OECD 2004)
• Adapted PISA 2003 items
Critical thinking
• ‘Skills such as inference and evaluation
which are applied to ill-structured
problems, for which there are no definitive
solutions’ (Kuhn 1991; Thomas & Lok 2015)
• Adapted CWRA+ items
11. PROBLEM SOLVING: SAMPLE ITEM
India (n = 112): 64%
Vietnam (n = 176): 91%
Comprehension question:
How long does it take to travel
between two adjacent bus stops?
Level 3 problem solving question:
How much will the fare cost for the
best route between Point A and
Point B?
What is the journey time for the
best route between Point A and
Point B?
Partial credit:
India (n = 112): 41%
Vietnam (n = 176): 52%
Full credit:
India (n = 112): 10%
Vietnam (n = 176): 28%
17. DISCUSSION & IMPLICATIONS
Who learns transferable skills?
Are there inequalities in learning progress in
Functional English?
Which schools add more value in terms of
Functional English skills?
Problem-solving and critical-thinking skills /
Functional Amharic: which students, schools;
associated with progress in curricular
domains?
What role do teachers play – links between
transferable skills and teacher attitudes,
classroom practices?
Beyond school: access to private tuition and
Functional English, transferable skills?
18. FROM ACCESS TO EQUITY?
Equitable access to schooling:
Grade repetition is a key issue to address
Children who are over-age are most at risk of not completing basic education
Need to understand more about the factors contributing to grade repetition:
student background; private schools; policy
Equitable access to learning quality:
How do we assess this within and across diverse contexts?
Conceptualising quality learning: acquiring and applying new knowledge and
skills
Identifying key domains within each context and common domains across
contexts
School effectiveness design:
What is the contribution made by schools and teachers to students’ learning
outcomes?
19. Thank you!
Any questions or comments?
Email:
padmini.iyer@qeh.ox.ac.uk
rhiannon.moore@qeh.ox.ac.uk
Twitter:
@p_iyer15
@rhi_moore
20. REFERENCES
Kuhn, D. (1999) 'A Developmental Model of Critical Thinking', Educational Researcher 28 (2): 16 – 25.
Moore, K. & Novy-Marx, M. (2016) ‘Building an evidence based for the soft skills movement’, The
MasterCard Foundation Blog, www.mastercardfdn.org/building-an-evidence-base-for-the-soft-skills-
movement/. Accessed 03.11.16.
OECD (2004) Problem Solving for Tomorrow’s World: First measures of cross-curricular competencies
from PISA 2003. Paris: OECD Publications.
OFQUAL (2011) Functional Skills Criteria for English. Entry 1, Entry 2, Entry 3, Level 1 and Level 2.
Coventry: OFQUAL.
Partnership for 21st
Century Learning (P21) (2015) P21 framework definitions. Washington, D.C.: P21.
Rankin, K. et al (2015) Youth and transferable skills: an evidence gap map. 3ie Evidence Gap Report 2.
New Delhi: International Initiative for Impact Evaluation (3ie).
Thomas, K. and Lok, B. (2015) ‘Teaching Critical Thinking: An Operational Framework’, in Davies, M.
and Barnett, R. (eds.) The Palgrave Handbook of Critical Thinking in Higher Education, 99 – 106. New
York, NY: Palgrave MacMillan.
UNESCO (2016) Assessment of transversal competencies: policy and practice in the Asia-Pacific region.
Paris: UNESCO.
World Bank (2014) Skilling up Vietnam: Preparing the workforce for a modern market economy. Main
report. Hanoi: Vietnam Development Information Centre.
Editor's Notes
Example of problem solving item piloted in India & Vietnam and to be used in Transferable Skills test in both countries
Can go through in detail during discussion if of interest
Main points: adapted PISA items added comprehension questions, otherwise wouldn’t be able to identify whether students were unable to do the problem solving questions, or if they just didn’t understand the information presented
Pilot results promising: majority of students in both India & Vietnam scored highly on basic comprehension questions (just requires retrieving information from text)
Fewer students were able to answer problem-solving items of medium difficulty, and even smaller proportion were able to answer hardest problem-solving items correctly
Pilot results suggest that the problem-solving items function well will have more to say on problem solving and critical thinking once we have the Wave 2 data
Distribution of students’ Functional English ability in the 3 countries at W1
ET: lower ability in English than other 2 countries in spite of more exposure to English outside school than e.g. VN
VN: higher ability in English test in spite of limited exposure to English outside school
IN: highest ability in English test: expected given highest exposure to English beyond the classroom; two populations evident from the distribution
Gives an overview of differences between countries – need to look at within country trends to find out more about who is learning functional English in the three countries. Focus on VN and IN as W1 b/g data for ET not available yet.
Pupil assets score (measure of home advantage) / average English score for each school (each dot = a school, different colours for different provinces)
Lao Cai: Students from much poorer backgrounds; lower scores than other 4 provinces; slight positive correlation between home advantage and English score
Other 4 provinces: fairly similar home backgrounds (those who make it to Grade 10 self-selecting sample); relationship between home background and English test score not so clear (variation in test scores for students from similar home backgrounds)
Pupil assets score (measure of home advantage) / average English score for each school (each dot = a school, different colours for different school types)
Clear relationship between home advantage and school type: above average assets score more likely to go to private unaided schools
School type and English scores: TSW schools with lowest scores, highest scores at private unaided schools
State government schools: variation in test scores for students from similar home backgrounds; home advantage doesn’t explain English test scores at these schools