Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Learning during crisis insights from across the globe for education in Ukrain...EduSkills OECD
Andreas Schleicher presents at the webinar Learning during crisis: insights from across the globe for education in Ukraine on the 27 June 2023.
Andreas was joined on the panel by Liliia Hrynevych, former Minister of Education & Science, Ukraine, Suzanne Dillon, Chair of the OECD Future of Education and Skills 2030 project and João Costa, Minister of Education, Portugal. At the webinar the OECD launched Learning during crisis: insights for education in Ukraine, a series of case studies from national educational reform programmes.
These days, virality seems privileged over quality in the distribution of news with truth and fact losing currency in decision making and democratic choices. Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests. Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies. Those algorithms are not a design flaw. They are the heart of why social media work.
In this context, what can countries do to foster trust, as a fundamental prerequisite for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies? OECD’s Survey of Adult Skills (PIAAC) shows that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other.
Teaching for truth – The role of education policy in public trust
Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General, OECD
These days, virality seems privileged over quality in the distribution of news with truth and fact losing currency in decision making and democratic choices. Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests. Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies. Those algorithms are not a design flaw. They are the heart of why social media work.
In this context, what can countries do to foster trust, as a fundamental prerequisite for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies? OECD’s Survey of Adult Skills (PIAAC) shows that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
GETideas.org-from a Conversation on Global Education video series for education leaders. To view the accompanying video go to www.getideas.org/coge. GETideas.org is an open, online community for education leaders to collaborate and discuss key topics for education transformation
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
Implementing education responses to coronavirus (COVID-19)EduSkills OECD
The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.
From Global Competence to National Success - EWF2018EduSkills OECD
Globally competent students can retain their cultural identity but are simultaneously aware of the cultural values and beliefs of people around them, they examine the origins and implications of others’ and their own assumptions
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
Creativity and critical thinking in schools - Andreas SchleicherEduSkills OECD
This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Learning during crisis insights from across the globe for education in Ukrain...EduSkills OECD
Andreas Schleicher presents at the webinar Learning during crisis: insights from across the globe for education in Ukraine on the 27 June 2023.
Andreas was joined on the panel by Liliia Hrynevych, former Minister of Education & Science, Ukraine, Suzanne Dillon, Chair of the OECD Future of Education and Skills 2030 project and João Costa, Minister of Education, Portugal. At the webinar the OECD launched Learning during crisis: insights for education in Ukraine, a series of case studies from national educational reform programmes.
These days, virality seems privileged over quality in the distribution of news with truth and fact losing currency in decision making and democratic choices. Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests. Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies. Those algorithms are not a design flaw. They are the heart of why social media work.
In this context, what can countries do to foster trust, as a fundamental prerequisite for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies? OECD’s Survey of Adult Skills (PIAAC) shows that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other.
Teaching for truth – The role of education policy in public trust
Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General, OECD
These days, virality seems privileged over quality in the distribution of news with truth and fact losing currency in decision making and democratic choices. Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests. Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies. Those algorithms are not a design flaw. They are the heart of why social media work.
In this context, what can countries do to foster trust, as a fundamental prerequisite for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies? OECD’s Survey of Adult Skills (PIAAC) shows that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
GETideas.org-from a Conversation on Global Education video series for education leaders. To view the accompanying video go to www.getideas.org/coge. GETideas.org is an open, online community for education leaders to collaborate and discuss key topics for education transformation
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
Implementing education responses to coronavirus (COVID-19)EduSkills OECD
The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.
From Global Competence to National Success - EWF2018EduSkills OECD
Globally competent students can retain their cultural identity but are simultaneously aware of the cultural values and beliefs of people around them, they examine the origins and implications of others’ and their own assumptions
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
Creativity and critical thinking in schools - Andreas SchleicherEduSkills OECD
This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
What knowledge, skills, attitudes and values will today's students need to th...EduSkills OECD
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.
Similar to PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnected World? (20)
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?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
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.
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.
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnected World?
1. PISA 2018 Results
Programme for International Student Assessment
Are students ready to thrive in an interconnected world?
Results from the first assessment of Global Competence
2. PISA’s definition of global competence
Effectively combining knowledge
and critical reasoning to establish an
informed opinion
3. PISA’s definition of global competence
Recognising that perspectives and
behaviours – including one’s own –
are inherently shaped by various
influences and concepts of reality
4. PISA’s definition of global competence
Understanding the cultural norms of
different contexts and adapting behaviour
and communication accordingly
5. PISA’s definition of global competence
Being ready and willing to take
informed, reflective action to improve
living conditions in one’s own
communities and beyond.
6. PISA’s definition of global competence
• Knowledge and cognitive skills
directly tested
• Social skills and attitudes
surveyed through self-reports
• Background data from
– School leaders
– Teachers
– Parents
8. Performance on the global competence test
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE][CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE][CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE][CELLRANGE]
[CELLRANGE][CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE][CELLRANGE]
[CELLRANGE]
[CELLRANGE]
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
590
600
Score points
-25-20-15-10-50510152025
Korea 509
Russia 480
Kazakhstan 408
Brunei Darussalam 429
Albania 427
Lithuania 489
Thailand 423
Philippines 371
Latvia 497
Chile 466
Serbia 463
Indonesia 408
Overall average 474
Chinese Taipei 527
Hong Kong (China) 542
Slovak Republic 486
Malta 479
Morocco 402
Costa Rica 456
Croatia 506
Greece 488
Panama 413
Singapore 576
Israel 496
Spain 512
Scotland (United Kingdom) 534
Canada 554
Colombia 457
Score-point difference between actual and expected
performance in global competence (based on reading, math and science)
Score-pointMean
Score
9. 0
5
10
15
20
25
30
Respect for
people from
other cultures
Attitudes
towards
immigrants
Cognitive
adaptability
Self-efficacy
regarding global
issues
Awareness of
global issues
Perspective
taking
Interest in
learning about
other cultures
Agency regarding
global issues
Awareness of
intercultural
communication
Score-pointdifference
Score-point difference associated with a one-unit increase in the indices of students' attitudes and dispositions
Students’ attitudes and dispositions predict performance in global competence
Fig VI.6.10
Before accounting for gender, immigrant background, and students' and schools' socio-demographic profile
After accounting for gender, immigrant background, and students' and schools' socio-demographic profile
Overall average
12. 0 10 20 30 40 50 60 70 80 90 100
Global health
(e.g. epidemics)
International conflicts
Hunger or malnutrition in different parts of the world
Causes of poverty
Climate change and global warming
Migration
(movement of people)
Equality between men and women in different parts of the world
Percentage of students who responded they know about the following topics or are very familiar with them:
Singapore OECD average
Students' awareness of global issues
Fig VI.2.1a
18. 0 10 20 30 40 50 60 70 80 90 100
Establish a connection between prices of textiles and
working conditions in the countries of production
Explain how economic crises in single countries affect the
global economy
Explain how carbon-dioxide emissions affect global climate
change
Discuss the consequences of economic development on
the environment
Explain why some countries suffer more from global
climate change than others
Discuss the different reasons why people become refugees
Students who reported doing these tasks easily or with some effort
Singapore OECD average
Students' self-efficacy regarding global issues
Fig VI.2.7
21. 0 10 20 30 40 50 60 70 80 90 100
"I can adapt easily to a new culture"
"I can adapt to different situations
even when under stress or
pressure"
"I am capable of overcoming my
difficulties in interacting with
people from other cultures"
"When encountering difficult
situations with other people, I can
think of a way to resolve the…
"I can deal with unusual situations"
"I can change my behaviour to meet
the needs of new situations"
Percentage of students who reported the following statements describe them well or very well:
OECD average Singapore
Cognitive adaptability
Fig VI.3.7a
24. 0 10 20 30 40 50 60 70 80 90 100
"When I’m upset at someone, I try to take the perspective
of that person for a while"
"Before criticising somebody, I try
to imagine how I would feel if I were in their place"
"I try to look at everybody's side of a disagreement before I
make a
decision"
"I believe that there are two sides to every question and try
to look
at them both"
"I sometimes try to understand my friends better by
imagining how
things look from their perspective"
Percentage of students who reported the following statements describe them well or very well:
OECD average Singapore
Students’ ability to understand the perspectives of others
Fig VI.3.1a
27. 0 10 20 30 40 50 60 70 80 90 100
"I want to learn more about the religions of the world"
"I am interested in finding out about the traditions of other cultures"
"I am interested in how people from various cultures see the world"
"I want to learn how people live in different countries"
Percentage of students who reported the following statements describe them well or very well:
OECD average Singapore
Students’ interest in learning about other cultures
Fig VI.3.3a
32. 0 10 20 30 40 50 60 70 80 90 100
"I value the opinions of people from different cultures"
"I give space to people from other cultures to express
themselves"
"I respect the values of people from different cultures"
"I treat all people with respect regardless of their cultural
background"
"I respect people from other cultures as equal human
beings"
Percentage of students who reported the following statements describe them well or very well:
OECD average Singapore
Students’ respect for people from other cultures
Fig VI.3.5a
35. 0 10 20 30 40 50 60 70 80 90 100
Immigrants who live in a country for
several years should have the
opportunity to vote in elections
Immigrants should have the
opportunity to continue their own
customs and lifestyle
Immigrants should have all the same
rights that everyone else in the country
has
Immigrant children should have the
same opportunities for education that
other children in the country have
Percentage of students who reported they agree or strongly agree with the following statements about immigrants:
OECD average Canada
Students’ attitudes towards immigrants
Fig VI.3.10a
39. Correlations between students' intercultural attitudes and dispositions
Perspective taking
Cognitive adaptability
Attitudes towards
immigrants
Interest in learning about
other cultures
Respect for people from
other cultures
0.32 0.37
0.31
0.44
0.45
0.38
Correlation coefficient between 0.4 and 0.45
Correlation coefficient between 0.3 and 0.4
Fig VI.3.14
OECD average
Based on students’ reports
40. Ability to engage in open, appropriate and
effective communication across cultures
41. 0 10 20 30 40 50 60 70 80 90 100
"I explain things very carefully"
"I choose my words carefully"
"I give concrete examples to explain
my ideas"
"I carefully observe their reactions"
"I frequently check that we are
understanding each other correctly"
"If there is a problem with communication, I find ways
around it (e.g. by using gestures, re-explaining, writing…
"I listen carefully to what they say"
Percentage of students who agreed or strongly agreed that, when talking to people whose native language is different from theirs,
they do the following:
OECD average Singapore
Students' awareness of intercultural communication
Fig VI.4.1a
43. 0
10
20
30
40
50
60
70
80
90
100
In their circle of friends In their family At school In their neighbourhood
%
Students who reported having contact with people from other countries
Fig VI.4.4
OECD average
52. 0 10 20 30 40 50 60 70 80 90 100
"I think my behaviour can impact
people in other countries"
"I can do something about the
problems of the world"
"It is right to boycott companies that
are known to provide poor
workplace conditions for their employees"
"When I see the poor conditions that
some people in the world live
under, I feel a responsibility to do…
"I think of myself as a citizen of the
world"
"Looking after the global
environment is important to me"
Percentage of students who agreed or strongly agreed with the following statements:
OECD average Singapore
Students’ agency regarding global issues
Fig VI.5.1a
54. Engagement with global issues and other student attitudes
Interest in learning about
other cultures
Respect for people from
other cultures
Cognitive adaptability
Attitudes towards
immigrants
Self-efficacy regarding
global issues
0.30
0.24
Fig VI.5.3
OECD average
Based on students’ reports
Index of students' agency
regarding global issues
Awareness of global
issues
Perspective taking
0.20
0.26
0.240.36
0.31
Awareness of intercultural
communication
0.18
Correlation coefficient between 0.3 and 0.4
Correlation coefficient below 0.3
56. 0
10
20
30
40
50
60
70
80
90
100
I reduce the
energy I use at
home to protect
the environment
I keep myself
informed about
world events via
<Twitter> or
<Facebook>
I regularly read
websites on
international
social issues
(e.g. poverty,
human rights)
I choose certain
products for
ethical or
environmental
reasons,
even if they are
a bit more
expensive
I participate in
activities in
favour of
environmental
protection
I participate in
activities
promoting
equality between
men and women
I boycott
products or
companies for
political, ethical
or
environmental
reasons
I sign
environmental
or social
petitions on line
% Students who reported that they take the following actions:
Students taking action
Fig VI.5.4
57. 0.0
0.5
1.0
1.5
2.0
2.5
3.0
I reduce the
energy I use at
home to protect
the environment
I choose certain
products for
ethical or
environmental
reasons,
even if they are
a bit more
expensive
I boycott
products or
companies for
political, ethical
or
environmental
reasons
I participate in
activities
promoting
equality
between men
and women
I participate in
activities in
favour of
environmental
protection
I sign
environmental
or social
petitions on line
I keep myself
informed about
world events via
<Twitter> or
<Facebook>
I regularly read
websites on
international
social issues
(e.g. poverty,
human rights)
Oddsratio
Association between students' capacity to take action and that of their parents
Students and parents who take action for collective well-being and
sustainable development
Fig VI.5.9
Based on parents’ reports
Overall average
58. 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
Sudents' interest in learning
about other cultures
Students’ agency regarding
global issues
Students' awareness of global
issues
Student's self-efficacy regarding
global issues
Students' awareness of
intercultural communication
Students' perspective-taking
Students' respect for people
from other cultures
Students' cognitive
flexibility/adaptability
Students' attitudes towards
immigrants
Mean index difference
Change in the number of actions taken by students associated with a one-unit
increase in the following indices
Change in students' attitudes and in number of actions taken
Fig VI.5.7
Before accounting for students' and schools' socio-demographic profile
After accounting for students' and schools' socio-demographic profile
Socio-demographic status includes gender,
immigrant status and student's and school's
index of economic, social and cultural status
OECD average
60. 0
10
20
30
40
50
60
70
80
90
100
Climate change and
global warming
Equality between
men and women in
different parts of the
world
International
conflicts
Causes of poverty Migration
(movement of
people)
Hunger or
malnutrition in
different parts of the
world
Global health (e.g.
epidemics)
%
Principals who reported that there is a formal curriculum for the following topics:
Global issues covered in the curriculum
Fig VI.7.8
OECD average
Based on principals' reports
63. 0 10 20 30 40 50 60 70 80 90 100
In our school, students learn about different cultural perspectives on historical
and social events
In our school, students learn about the cultures (e.g. beliefs, norms, values,
customs or arts) of diverse cultural groups that live in <country of test>
Our school supports activities that encourage students’ expression of diverse
identities (e.g. national, religious, ethnic or social identities)
In our school, students learn about the histories of diverse cultural groups that
live in <country of test>
In our school, students learn about the histories of diverse cultural groups that
live in other countries
Our school adopts different approaches to educate students about cultural
differences (e.g. teamwork, peer-to-peer learning, simulations, problem-based…
Our school organises multicultural events (e.g. cultural diversity day)
In our school, students are encouraged to communicate with people from other
cultures via web/Internet/social media
Our school offers an exchange programme with schools in other countries
In our school, we celebrate festivities from other cultures
%
Percentage of students whose school principal reported that the following statements reflect
teachers’ practices for multicultural learning in their school:
Multicultural learning at school
Fig VI.7.5
OECD average
Based on principals' reports
67. 0
10
20
30
40
50
60
Conflict-resolution
strategies
Teaching about equity and
diversity (included in
teacher education
programme)
Intercultural
communication
Teaching in a multicultural
or
multilingual setting
(included in teacher
education programme)
Second-language teaching
(included in teacher
education programme)
%
Percentage of students whose teachers received professional development in the following areas
Teachers’ professional development in teaching in multicultural settings
Fig VI.7.13
Overall average
Based on teachers’ reports
71. 0 10 20 30 40 50 60 70 80 90 100
I learn about different cultures
I learn how to solve conflicts with other people in our classrooms
I learn how people from different cultures can have different
perspectives on some issues
I learn how to communicate with people from different backgrounds
I participate in classroom discussions about world events as part of
the regular instruction
I learn about the interconnectedness of countries’ economies
I analyse global issues together with my classmates in small groups
during class
I am often invited by my teachers to give my personal opinion about
international news
We read newspapers, look for news on the Internet or watch the
news together during classes
I participate in events celebrating cultural diversity throughout the
school year
%
Students engaged in learning opportunities at school
Fig VI.7.1
OECD average
75. 0.00
0.01
0.02
0.03
0.04
0.05
0.06
0.07
0.08
Interest in
learning about
other cultures
Awareness of
global issues
Agency
regarding global
issues
Self-efficacy
regarding global
issues
Cognitive
adaptability
Perspective
taking
Awareness of
intercultural
communication
Respect for
people from
other cultures
Attitudes
towards
immigrants
Index change
Number of learning activities and students’ attitudes
Fig VI.7.3
Before accounting for gender, immigrant background, and students' and schools' socio-demographic profile
After accounting for gender, immigrant background, and students' and schools' socio-demographic profile
All associations are statistically significant
OECD average
76. • Large gender gap in access to opportunities to learn global competence as well as in students’ global and intercultural
skills and attitudes
• Boys were more likely than girls to report taking part in activities where they are expected to express and discuss their views, while girls were more
likely than boys to report taking part in activities related to intercultural understanding and communication.
• Teachers play a key role in promoting and integrating intercultural understanding into classroom practices
• Most teachers reported that they are confident in their ability to teach in multicultural settings. But the lack of adequate professional development
opportunities in this field remains a major challenge.
• Few teachers reported having received training on integrating intercultural issues in the classroom or on conflict resolution, the role of education in
confronting discrimination or on teaching in multicultural and multilingual settings.
• Students who perceive discrimination by their teachers towards immigrants and people from other cultural backgrounds exhibited similar negative
attitudes.
• A link between students learning foreign languages and having more positive intercultural attitudes
• Speaking two or more languages was positively associated with awareness of global issues, interest in learning about other cultures, respect for
people from other cultures and positive attitudes towards immigrants.
• Students who exhibited more positive intercultural attitudes were more likely to report that they take action
• Public policy can make a real difference: The schools and education systems that are most successful in fostering
global knowledge, skills and attitudes among their students are those that
• offer a curriculum that values openness to the world,
• provide a positive and inclusive learning environment,
• offer opportunities to relate to people from other cultures, and
• have teachers who are prepared for teaching global competence.
Some takeaways
77. Find out more about our work at www.oecd.org/pisa
PISA 2018: Insights and Implications
PISA 2018 Results (Volume I): What Students Know and Can Do
PISA 2018 Results (Volume II): Where All Students Can Succeed
PISA 2018 Results (Volume III): What School Life Means for Students’ Lives
Take the test: www.oecd.org/pisa/test
FAQs: www.oecd.org/pisa/pisafaq
PISA indicators on Education GPS: http://gpseducation.oecd.org
PISA Data Explorer: www.oecd.org/pisa/data
Email: Andreas.Schleicher@OECD.org
Thank you
Editor's Notes
The first…
This dimension refers to the ability to effectively combining knowledge and critical reasoning, in order to establish an informed opinion on a global or intercultural issue.
In order for students to successfully do this, it requires the development of cognitive skills such as selecting and weighing appropriate evidence, as well as media literacy.
The second dimension…
This refers to students’ willingness and capability to understand global issues, and others’ perspectives and behaviours from multiple points of view.
Being globally competent does not mean that everyone must share the same perspective: individuals can retain their own cultural identities, but globally competent students recognise that perspectives and behaviours – including their own – are inherently shaped by various influences, and that others have views of the world that are profoundly different to their own as a result.
The third dimension….
Essentially, this describes what globally competent individuals are able to do when they interact with people from different cultures.
An individual who is globally competent can understand the…
Individuals demonstrate sensitivity towards others, and a willingness to engage with other perspectives. They are able to make themselves understood, and make efforts to understand others.
The final dimension of global competence is much more oriented towards what globally competent individuals actually do.
It focuses on individuals’ roles as active and responsible members of society and their engagement to take action for collective well-being and sustainable development.
They are ready and willing to…
Global competence is a multi-dimensional concept, and one that is supported in all dimensions by four distinct, yet interrelated “building blocks”. These are knowledge, skills, attitudes and values.
For example if we take the first dimension – “examine local, global and intercultural issues” – this requires knowledge of a particular issue; the skills to transform awareness into a deeper understanding; and the attitudes and values to reflect on the issue from multiple perspectives.
Effective education for global competence therefore gives students the opportunity to use and develop their knowledge, skills, attitudes and values in relation to global or intercultural issues.
Much healthier European participation in the questionnaire element, although with some notable exceptions (Nordics, Netherlands, Belgium and England and Wales).
A combination of factors have unfortunately led to many countries deciding not participate in PISA GC:
Some countries were worried that a PISA assessment on global competence could put additional pressure on an already overloaded curriculum and teachers.
Some countries considered global competence to be too complex, multidimensional and dependent on the cultural context to be reliably measured in an assessment like PISA.
Some countries cited methodological concerns (namely a lack of adequate development time and testing – the first iteration of the assessment framework developed by the PISA contractor was rejected by countries, and so the OECD then took ownership of the development in-house and with a new group of experts. However, this complete redevelopment meant that, given the very tight timeline of the PISA development cycle, there was not enough time to conduct a full-scale Field Trial due to lack of time to translate all the assessment materials into all PISA languages etc.)
However, given that the OECD doesn’t explicitly ask countries as to why they are not participating in the options they choose, we have no real way of knowing the exact reasons why countries did not choose to participate.