OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
The document outlines a new educational vision for YHS that includes two academies focused on real-world skills. It proposes a STEM academy and an Innovation & Design academy that partner with local colleges and employers. The academies aim to graduate students with college credits or vocational certifications to prepare them for post-secondary education or careers. Project-based learning and core academic classes will provide students experiences relevant to their chosen field. The vision also considers adult education opportunities to benefit the whole community.
This presentation was given to West Midlands Open Data Forum on 8.4.2014.
It isn't pretty, as it consists of prompts for me to talk to. It wasn't shown to the people in the meeting.
STEM education, This Presentation share with you the simplest definition for STEM education. We have also included more information about the current scenario of STEM education and STEM community in United States.
Source: https://www.biocom.org/s/Biocom_Institute
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
This document discusses developing an accessible science culture in the Netherlands. It notes that while the Netherlands has high quality research, it is only a moderate innovator. Few Dutch students enroll in STEM studies compared to other countries. To increase STEM participation, universities can focus on engagement, gender equality, science education, ethics, open access, and governance. Different approaches are discussed, such as public events, collaborative learning, and open dissemination of research results to involve society and design science responsibly. The goal is to make science a more inclusive human endeavor and resource.
Surveying administrative innovations in tertiary education: experience from A...EduSkills OECD
This presentation was given by Anthony Arundel at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
The document outlines a new educational vision for YHS that includes two academies focused on real-world skills. It proposes a STEM academy and an Innovation & Design academy that partner with local colleges and employers. The academies aim to graduate students with college credits or vocational certifications to prepare them for post-secondary education or careers. Project-based learning and core academic classes will provide students experiences relevant to their chosen field. The vision also considers adult education opportunities to benefit the whole community.
This presentation was given to West Midlands Open Data Forum on 8.4.2014.
It isn't pretty, as it consists of prompts for me to talk to. It wasn't shown to the people in the meeting.
STEM education, This Presentation share with you the simplest definition for STEM education. We have also included more information about the current scenario of STEM education and STEM community in United States.
Source: https://www.biocom.org/s/Biocom_Institute
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
This document discusses developing an accessible science culture in the Netherlands. It notes that while the Netherlands has high quality research, it is only a moderate innovator. Few Dutch students enroll in STEM studies compared to other countries. To increase STEM participation, universities can focus on engagement, gender equality, science education, ethics, open access, and governance. Different approaches are discussed, such as public events, collaborative learning, and open dissemination of research results to involve society and design science responsibly. The goal is to make science a more inclusive human endeavor and resource.
Surveying administrative innovations in tertiary education: experience from A...EduSkills OECD
This presentation was given by Anthony Arundel at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Utah Valley University - New Business School BuildingHigherEdUtah
This document discusses plans for growth at UVU's Woodbury School of Business. It notes that Utah County is growing rapidly and will surpass Salt Lake County in population by 2065. This growth is impacting state and regional needs, with Utah County seeing strong job and wage growth. The Woodbury School of Business has also seen significant enrollment increases and projects further growth. However, the current building is outdated and too small, limiting program expansion and quality. The document proposes a new Woodbury School of Business building to address these issues and better meet student, programmatic, and community needs.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
Quantitative methodologies are becoming increasingly important in the world of social sciences. The availability and accessibility of datasets of all kinds is growing at a phenomenal rate. For many academics in social sciences this is not a welcome development. For some it is a philosophical question about the value of different paradigms. For others, it is a more personal reason – they do not feel confident using quantitative methods. The 2012 RSA report “Solving the maths problem” highlighted this in its key findings “English universities are side-lining quantitative and mathematical content because students and staff lack the requisite confidence and ability” (our emphasis). However, it is seems clear that what might be termed “the march of quants” is gaining unstoppable momentum. Some might not like it, but it is a fact of life that quantitative approaches are becoming a necessity in most social science disciplines. In the face of this irresistible change, burying one’s head in the sand is not a particularly productive option. Accepting the inevitable and “going with the flow” are more likely to produce positive outcomes. This paper will point to ways in which this might be achieved.
ABSTRACT
This paper will outline how mathematics support has grown over the last 20 years from a focus almost exclusively on working with students from STEM disciplines to its current manifestation of supporting students from a wide range of disciplines, including many in the social sciences. Mathematics support is one mechanism by which universities are attempting to facilitate the transition into an increasingly numerate world for those who have not studied mathematics since GCSE, many of whom made a positive decision to avoid the subject in the future.
This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Snow College - Social Science and General Education BuildingHigherEdUtah
This document proposes a new 45,000 square foot Social Science and General Education Classroom building at Snow College to accommodate projected enrollment increases. It summarizes that social science courses are in high demand for degree completion and these programs will benefit from consolidated facilities. The building would improve timely completion rates through innovative classroom spaces and labs for skills like research methods. It would replace two aging buildings and address capacity needs by consolidating departments into a single modern facility.
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.
Investing today in a brighter tomorrow via STEM education (por Antonio Moreira)Ignacio J. Idoyaga
This document discusses STEM education initiatives at the University of Maryland, Baltimore County (UMBC). It provides an overview of UMBC, highlighting its research culture and recognition for undergraduate teaching. It then describes several programs that aim to improve STEM education and support for students, including the Meyerhoff Scholars program, a STEM living-learning community, and summer bridge programs for transfer students. The document advocates for expanding these approaches to support more students and help achieve national goals for increasing the number of STEM graduates.
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
The document discusses career education and a new Career Education Standard for Scotland. It aims to raise awareness of career education and its importance for transforming lives through learning and creating inclusive environments. The standard will help develop career management skills, knowledge of the world of work, and understanding of how to secure and sustain employment. Partners like schools, Skills Development Scotland, parents, and employers all have important roles to play in supporting career education under the new standard.
JISC RSC SE update for AOSEC Libraries & ICT Learning centres networkJISC RSC Southeast
presentation from Andy Kirk of JISC RSC South East to members of AOSEC's Libraries & ICT Learning Centres network. SEEDA, Guildford November 15th 2007. The focus of the day was on Federated Access Management
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
The Norwegian approach to school improvement focuses on decentralizing decision making to allow schools and municipalities to determine their own professional development needs. An OECD project analyzed Norway's competence development model, which provides funding for collaboration between schools and universities to address local needs. Key recommendations included refining the model's design, clarifying stakeholder engagement, taking a whole-system approach to policy coherence, and updating the implementation strategy. The decentralized model has moved from policy to action across Norway by defining networks and roles to shape professional offerings based on educator input.
Southern Utah University - Technology, Engineering, and Design BuildingHigherEdUtah
Southern Utah University is requesting $39.9 million from the Utah State Board of Regents for a new 95,000 square foot construction project. The project would cost $331.72 per square foot for construction and $89.05 per square foot for soft costs, totaling $420.77 per square foot. The project aims to improve space utilization and help students complete courses in high-demand fields like STEM programs that are experiencing enrollment growth. Southern Utah University has received the least capital development funding of any USHE institution and has less space per student than its peers.
The document provides 8 ideas for how schools can make the most of their pupil premium funding with less resources. It suggests that schools 1) focus their pupil premium spending directly on disadvantaged students, 2) collaborate creatively with other schools to address staffing challenges, and 3) use evidence from organizations like the Education Endowment Foundation to inform decisions on pupil premium spending. The other ideas include demonstrating value for money in spending, getting an external review, ensuring school websites have required pupil premium information, leveraging Ofsted inspections, and applying for pupil premium awards. The document argues the government needs to do more to support schools in addressing issues like inadequate funding formulas and teacher shortages.
This presentation was given by Mercedes Miguel at at the Public Conference “Innovation in education : What has changed in the classroom in the past
decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
The document discusses barriers to transformation in higher education and proposes ways to challenge those barriers. The five main barriers are: viewing education as the role of specialists; a lack of demand crisis; technology being adopted to suit universities; high barriers to new competitors; and systemic inertia resisting change. The document suggests taking a learner-centered perspective, competing with existing approaches, and enabling changes within quality and funding systems to drive transformation through digital distance education.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
EmpOERing students and academics through large-scale open content initiatives witthaus
1. The document summarizes a presentation on major open educational resource (OER) initiatives in Europe based on research from the POERUP project.
2. It describes differences between countries in areas like education systems, internet access, e-learning use, and policy support for OER. Emerging themes around OER include shifting from development to practice and community building.
3. Participants engaged in a debate on the potential impact of OER on students and academics in Europe and brainstormed ways to increase OER benefits for students and challenges to uptake.
This document summarizes the future classroom experiences from Stockholm University. It discusses Sweden's school system and use of ICT in schools. It then describes the classroom of the future at Stockholm University, which aims to be an experimental environment for exchanging experiences and exploring pedagogical issues. The classroom of the future provides students and faculty with a flexible interface between technical and pedagogical uses of ICT. It is open to various groups for workshops on digital portfolios, digital storytelling, and other technologies.
This document discusses England's computing curriculum over the past three years. It covers the replacement of the old ICT curriculum with a new computing curriculum informed by computer scientists. It also discusses the content of the curriculum from ages 5 to 16, qualifications, assessment approaches, pedagogical approaches, teacher training, teaching materials, and incentives to support coherence across the computing education system.
Three years on - what has England learnt? Miles Berrypiolivares
This document discusses England's computing curriculum over the past three years. It covers the replacement of the old ICT curriculum with a new computing curriculum informed by computer scientists. It also discusses the content of the curriculum from ages 5 to 16, qualifications, assessment approaches, pedagogical approaches, teacher training, teaching materials, and incentives to support coherence across the computing education system.
Utah Valley University - New Business School BuildingHigherEdUtah
This document discusses plans for growth at UVU's Woodbury School of Business. It notes that Utah County is growing rapidly and will surpass Salt Lake County in population by 2065. This growth is impacting state and regional needs, with Utah County seeing strong job and wage growth. The Woodbury School of Business has also seen significant enrollment increases and projects further growth. However, the current building is outdated and too small, limiting program expansion and quality. The document proposes a new Woodbury School of Business building to address these issues and better meet student, programmatic, and community needs.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
Quantitative methodologies are becoming increasingly important in the world of social sciences. The availability and accessibility of datasets of all kinds is growing at a phenomenal rate. For many academics in social sciences this is not a welcome development. For some it is a philosophical question about the value of different paradigms. For others, it is a more personal reason – they do not feel confident using quantitative methods. The 2012 RSA report “Solving the maths problem” highlighted this in its key findings “English universities are side-lining quantitative and mathematical content because students and staff lack the requisite confidence and ability” (our emphasis). However, it is seems clear that what might be termed “the march of quants” is gaining unstoppable momentum. Some might not like it, but it is a fact of life that quantitative approaches are becoming a necessity in most social science disciplines. In the face of this irresistible change, burying one’s head in the sand is not a particularly productive option. Accepting the inevitable and “going with the flow” are more likely to produce positive outcomes. This paper will point to ways in which this might be achieved.
ABSTRACT
This paper will outline how mathematics support has grown over the last 20 years from a focus almost exclusively on working with students from STEM disciplines to its current manifestation of supporting students from a wide range of disciplines, including many in the social sciences. Mathematics support is one mechanism by which universities are attempting to facilitate the transition into an increasingly numerate world for those who have not studied mathematics since GCSE, many of whom made a positive decision to avoid the subject in the future.
This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Snow College - Social Science and General Education BuildingHigherEdUtah
This document proposes a new 45,000 square foot Social Science and General Education Classroom building at Snow College to accommodate projected enrollment increases. It summarizes that social science courses are in high demand for degree completion and these programs will benefit from consolidated facilities. The building would improve timely completion rates through innovative classroom spaces and labs for skills like research methods. It would replace two aging buildings and address capacity needs by consolidating departments into a single modern facility.
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.
Investing today in a brighter tomorrow via STEM education (por Antonio Moreira)Ignacio J. Idoyaga
This document discusses STEM education initiatives at the University of Maryland, Baltimore County (UMBC). It provides an overview of UMBC, highlighting its research culture and recognition for undergraduate teaching. It then describes several programs that aim to improve STEM education and support for students, including the Meyerhoff Scholars program, a STEM living-learning community, and summer bridge programs for transfer students. The document advocates for expanding these approaches to support more students and help achieve national goals for increasing the number of STEM graduates.
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
The document discusses career education and a new Career Education Standard for Scotland. It aims to raise awareness of career education and its importance for transforming lives through learning and creating inclusive environments. The standard will help develop career management skills, knowledge of the world of work, and understanding of how to secure and sustain employment. Partners like schools, Skills Development Scotland, parents, and employers all have important roles to play in supporting career education under the new standard.
JISC RSC SE update for AOSEC Libraries & ICT Learning centres networkJISC RSC Southeast
presentation from Andy Kirk of JISC RSC South East to members of AOSEC's Libraries & ICT Learning Centres network. SEEDA, Guildford November 15th 2007. The focus of the day was on Federated Access Management
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
The Norwegian approach to school improvement focuses on decentralizing decision making to allow schools and municipalities to determine their own professional development needs. An OECD project analyzed Norway's competence development model, which provides funding for collaboration between schools and universities to address local needs. Key recommendations included refining the model's design, clarifying stakeholder engagement, taking a whole-system approach to policy coherence, and updating the implementation strategy. The decentralized model has moved from policy to action across Norway by defining networks and roles to shape professional offerings based on educator input.
Southern Utah University - Technology, Engineering, and Design BuildingHigherEdUtah
Southern Utah University is requesting $39.9 million from the Utah State Board of Regents for a new 95,000 square foot construction project. The project would cost $331.72 per square foot for construction and $89.05 per square foot for soft costs, totaling $420.77 per square foot. The project aims to improve space utilization and help students complete courses in high-demand fields like STEM programs that are experiencing enrollment growth. Southern Utah University has received the least capital development funding of any USHE institution and has less space per student than its peers.
The document provides 8 ideas for how schools can make the most of their pupil premium funding with less resources. It suggests that schools 1) focus their pupil premium spending directly on disadvantaged students, 2) collaborate creatively with other schools to address staffing challenges, and 3) use evidence from organizations like the Education Endowment Foundation to inform decisions on pupil premium spending. The other ideas include demonstrating value for money in spending, getting an external review, ensuring school websites have required pupil premium information, leveraging Ofsted inspections, and applying for pupil premium awards. The document argues the government needs to do more to support schools in addressing issues like inadequate funding formulas and teacher shortages.
This presentation was given by Mercedes Miguel at at the Public Conference “Innovation in education : What has changed in the classroom in the past
decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
The document discusses barriers to transformation in higher education and proposes ways to challenge those barriers. The five main barriers are: viewing education as the role of specialists; a lack of demand crisis; technology being adopted to suit universities; high barriers to new competitors; and systemic inertia resisting change. The document suggests taking a learner-centered perspective, competing with existing approaches, and enabling changes within quality and funding systems to drive transformation through digital distance education.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
EmpOERing students and academics through large-scale open content initiatives witthaus
1. The document summarizes a presentation on major open educational resource (OER) initiatives in Europe based on research from the POERUP project.
2. It describes differences between countries in areas like education systems, internet access, e-learning use, and policy support for OER. Emerging themes around OER include shifting from development to practice and community building.
3. Participants engaged in a debate on the potential impact of OER on students and academics in Europe and brainstormed ways to increase OER benefits for students and challenges to uptake.
This document summarizes the future classroom experiences from Stockholm University. It discusses Sweden's school system and use of ICT in schools. It then describes the classroom of the future at Stockholm University, which aims to be an experimental environment for exchanging experiences and exploring pedagogical issues. The classroom of the future provides students and faculty with a flexible interface between technical and pedagogical uses of ICT. It is open to various groups for workshops on digital portfolios, digital storytelling, and other technologies.
This document discusses England's computing curriculum over the past three years. It covers the replacement of the old ICT curriculum with a new computing curriculum informed by computer scientists. It also discusses the content of the curriculum from ages 5 to 16, qualifications, assessment approaches, pedagogical approaches, teacher training, teaching materials, and incentives to support coherence across the computing education system.
Three years on - what has England learnt? Miles Berrypiolivares
This document discusses England's computing curriculum over the past three years. It covers the replacement of the old ICT curriculum with a new computing curriculum informed by computer scientists. It also discusses the content of the curriculum from ages 5 to 16, qualifications, assessment approaches, pedagogical approaches, teacher training, teaching materials, and incentives to support coherence across the computing education system.
This document provides an overview of ICT in schools in Europe between 2006 and 2007. It finds that while ICT infrastructure and use has increased, progress remains uneven across countries. Studies show mostly positive impacts of ICT on educational performance and student motivation, but also barriers like teacher skills and school resources. Examples of national policies aim to strengthen ICT skills and use, like Norway integrating ICT competencies into its curriculum. The UK aims to use ICT to personalize education. Overall, ICT is beginning to enhance teaching, but widespread transformation will be a long-term process requiring continued investment and support.
This document provides an overview of ICT in schools in Europe between 2006 and 2007. It finds that while ICT infrastructure and use has increased, progress remains uneven between countries and schools. Studies show ICT has a positive impact on educational performance when used effectively over longer periods. National policies aim to increase digital literacy and competencies through curriculum reforms and teacher training. Examples of innovations include interactive whiteboards and personal learning assistants. Issues facing schools include limited access, lack of teacher ICT skills, and rigid assessment structures inhibiting integration of ICT.
Keynote presentation from the WIPSCE 2019 (Workshop in Primary and Secondary Computing Education) conference about the work of the National Centre for Computing Education in England and the research opportunities presented. 24th October 2019
QuickStart Computing Scotland - subject knowledge covering the transition fro...GeorgeMilliken2
This QuickStart resource is the first to support early secondary teaching, and it particularly focusses on the necessary subject knowledge for teachers.
Author: Miles Berry. Adjusted for Scotland: Bill Sargent
Welcome plenary - Helen Lazarus, Michael Heanue and Catherine KnivettJisc
Led by your host Helen Lazarus, head of Jisc London, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contributions from Michael Heanue and Catherine Knivett, principal policy officers, Greater London Authority.
Jisc Connect more in London, 28 June 2016
Information literacy in employability training: the experience of Inverclyde ...cirving
LILAC 2010 Presentation - Dr John Crawford
Information literacy in employability training: the experience of Inverclyde Libraries. Evaluating a training programme
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
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Similar to SS CAS London Royal Society Report Summary (20)
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SS CAS London Royal Society Report Summary
1. After the Reboot:
Summary and implications
Sue Sentance
King’s College London
@suesentance
sue.sentance@kcl.ac.uk
CAS London Networking meeting
24th November 2017
2. Background
The Royal Society started work on a Computing education project in January 2016
The intention was to gather data and report on it first, and then to look for and
find funding for solutions
There were three aspects of data gathering with invitations to tender for:
Literature reviews of computing pedagogy and assessment
Baseline surveys of computing in UK schools with related case studies in schools.
Collection and analysis of data relating to computing in English schools.
Advisory group meetings were supplemented by the Royal Society consulting many
other stakeholders in England, Scotland, Wales and Northern Ireland to give a
rounded picture of Computing provision
3. Your bedtime reading
All available at:
https://royalsociety.org/topics-policy/projects/computing-education/
The report itself: After The Reboot: Computing
Education in UK Schools
A shorter summary
Pye Tait’s Survey Report – survey and case studies
Kantar Public’s report on data collection at KS4,
KS5 and HE
Literature review in 3 parts: overview, pedagogy
and assessment
4. The headlines
70% of students in
England attend
schools offering GCSE
Computer Science but
only 11% take it
“The range of qualifications
does not reflect the full
breadth of computing
“Teachers need unhindered
access to a structured and
ongoing programme of
professional development”
“Our evidence shows that
computing education across the
UK is patchy and fragile”
80% of those taking GCSE
Computer Science are male
Governments should introduce
… courses for existing teachers
… individual teachers or
schools should not have to
contribute to the costs of this
training
5. The headlines
70% of students in
England attend
schools offering GCSE
Computer Science but
only 11% take it
“The range of qualifications
does not reflect the full
breadth of computing
“Teachers need unhindered
access to a structured and
ongoing programme of
professional development”
“Our evidence shows that
computing education across the
UK is patchy and fragile”
80% of those taking GCSE
Computer Science are male
Governments should introduce
… courses for existing teachers
… individual teachers or
schools should not have to
contribute to the costs of this
training
But let’s not forget ….
“There is much to celebrate and there are many
pockets of excellence. The broad subject of
computing – covering the three vital areas of
computer science, digital literacy and information
technology (IT) – has become mandatory in
English schools from ages 5 to 16.”
Plus the report covered Scotland, Wales and NI too.
6. Computing in primary is crucial
The new primary school computing curricula should help pupils to build
foundational skills, such as computational thinking, andgain an
understanding of the technological world in which they live. Starting
computing education in primary school has the potential to encourage
more pupils to take it to a higher level and reduce the proportion of
pupils that perceive computing as ‘not for them’. In addition, when
computing is embedded within other subjects in primary school, there
is potential to give pupils an understanding of the subject’s relevance
and its potential applications.
7. Computing post-14 - issues
Our evidence gathering suggests that computer science GCSE is increasingly
regarded by teachers and pupils as a ‘difficult option’, one that is really only
suitable for the most able pupils and, in particular, pupils who are high
achievers in mathematics. If teachers, pupils or parents identify computing
as a specialist subject, this will affect the future job prospects of pupils and
narrow opportunities for particular groups of young people.
Need to broaden pathways:
Recommendation 2b) : “… ensure that the range of qualifications includes
pathways suitable for all pupils, with an immediate focus on information
technology qualifications at Key Stage 4” (in England)
8. What you do within CAS
“The existing university-based Computing At School Network of Excellence has been
successful with minimal resources through a model built on enthusiastic volunteers
developing a mutually supportive community of practice. However, the current level
of resourcing and approach to execution is not sufficient to meet the challenges we
have identified. A fully resourced national professional development programme
building on the Network of Excellence requires a tenfold increase in funding from
government and industry.”
DfE data shows that Schools in in the NoE have larger cohort sizes for GCSE
Computer Science than schools not in the NoE. Schools with a CAS Master Teacher
have the largest average cohort size for GCSE Computer Science.
It also shows that the modal result in NoE schools is a grade B in comparison with a
Grade C in schools not in the NoE.
9. Need for CPD
• 32% of primary teachers and 44% of
secondary teachers feel more
confident teaching the earlier stages
of the curriculum than the latter.
• “The high proportion of teachers who
undertake little or no computing-
related CPD is very concerning,
especially for a subject recently
introduced into the curriculum.”
• Recommendation: “Governments and
industry need to play an active role in
improving continuing professional
development (CPD) for computing
teachers, as exemplified by the
Network of Excellence.”
10. Research
• Research is needed at the school level of computing education to
improve pupil outcomes.
• “Research into effective teaching methods is important for ensuring
that subjects are appealing to pupils, and such research has shown
that high-quality teaching can have a positive effect on pupil
engagement across all subjects”.
• However research that does not reach the classroom is not useful
hence:
Recommendation (12c) : the effective sharing of knowledge between
researchers, teachers and teacher trainers.
11. Recruitment
Between 2011-2016 the total
number of ICT/Computing
teachers fell by approximately
30%.
In 2017 only 68% of the
available teacher training
places places for computing
were filled, compared with
81% for physics and 84% for
maths.
Recommendation: “ … enable
more people from a wider
variety of backgrounds to
become computing teachers”.
12. 12 recommendations
The recommendations consider what is still
needed – recommendations relate to
1. Computing for all & improving gender
balance
2. Support for teachers & increasing supply
3. Improvement of computing education
through research
13. Royal Society recommendations in brief
Recommendation 1 : monitor schools to ensure Computing is taught
Recommendation 2: broaden pathways to ensure sufficient ICT
pathways as well as academic computer science at 14-16 years
Recommendations 3 & 4: concerned with gender balance
Recommendations 5-8: improve teacher supply
Recommendations 9-10: government support for teacher professional
development
Recommendations 11-12: boost research into computing education
14. Summary
The Royal Society’s report in 2012 “Shut Down or Restart” was
hugely influential in UK (particularly England) and globally.
Five years on it is encouraging to see that what has happened since
has been formally and comprehensively reviewed at a high level –
leading to the After the Reboot report
Finding out what is happening is only the beginning – it is crucial
now for these recommendations to be followed up. As members of
CAS we can do this by working together and focusing on how things
can improve over the next five years
The excellent budget news from the government shows that the
importance of this subject is being taken seriously and the
announcement this week for new funding for teacher CPD is
AMAZING NEWS!