Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
What the World can Learn from Finnish Lessons
In the course of about 3 decades ( 1980-2010) , the national education system of Finland progressed from one which was “ nothing special” to one that produces students whose academic achievement is so consistently outstanding that Finland’s system is often referred to as the best in the world. This book describes how Finland achieve that transformation.
In this books , Pasi Sahlberg details the policy decisions that guided that transformation. He documents the choice of polices that chose not to embrace “ tougher competition, more data, abolishing teacher unions, opening more charter schools, or employing corporate world management models in education systems”. To the contrary, Finnish policies focused on “ improving the teaching force, limited student testing to a necessary minimum , placing responsibility and trust before accountability and handing over school and district-level leadership to education professionals. The result is an educational system that “ lacks school inspection, standardized curriculum, high-stakes student assessments, test based accountability and a race-to-the-top mentality with regard to educational change?
Sahlberg characterizes the policies of the current system as
Having a vision of education committed to building a publicly financed & locally governed basic schools for every child
Building on educational ideas from other nations to produce unique “ Finnish way” that preserves the best traditions and present good practices
Systematically developing respectful and interesting working conditions for teachers and leaders in Finnish schools.
The Finnish experience in building an education system in which all students learn well is one that has focused on equity and cooperation rather than choice and competition and that rejects the paying of teachers based on students test scores or converting public schools to private schools.
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13–14, 2010 • Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
My 15 minute presentation for a panel talk at GETS 2010, "Building a World-Class Education System". The actual panel discussion that followed is not included. I discuss Finland's PISA success and the reasons behind it, as well as some future focus areas.
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
What the World can Learn from Finnish Lessons
In the course of about 3 decades ( 1980-2010) , the national education system of Finland progressed from one which was “ nothing special” to one that produces students whose academic achievement is so consistently outstanding that Finland’s system is often referred to as the best in the world. This book describes how Finland achieve that transformation.
In this books , Pasi Sahlberg details the policy decisions that guided that transformation. He documents the choice of polices that chose not to embrace “ tougher competition, more data, abolishing teacher unions, opening more charter schools, or employing corporate world management models in education systems”. To the contrary, Finnish policies focused on “ improving the teaching force, limited student testing to a necessary minimum , placing responsibility and trust before accountability and handing over school and district-level leadership to education professionals. The result is an educational system that “ lacks school inspection, standardized curriculum, high-stakes student assessments, test based accountability and a race-to-the-top mentality with regard to educational change?
Sahlberg characterizes the policies of the current system as
Having a vision of education committed to building a publicly financed & locally governed basic schools for every child
Building on educational ideas from other nations to produce unique “ Finnish way” that preserves the best traditions and present good practices
Systematically developing respectful and interesting working conditions for teachers and leaders in Finnish schools.
The Finnish experience in building an education system in which all students learn well is one that has focused on equity and cooperation rather than choice and competition and that rejects the paying of teachers based on students test scores or converting public schools to private schools.
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13–14, 2010 • Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
My 15 minute presentation for a panel talk at GETS 2010, "Building a World-Class Education System". The actual panel discussion that followed is not included. I discuss Finland's PISA success and the reasons behind it, as well as some future focus areas.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
Pursuing cumulative advantage through early childhood education. the paradox ...Daniel Gabadón-Estevan
There is no doubt that school credentials are at the centre of the stratification process in meritocratic societies and there is evidence that the starting point is well ahead of the primary (compulsory) education (Lareau, A., 2003; Kalil, A., Ryan, R. & Corey, M., 2012). Through early childhood education parents not only invest in their offspring’s future chances to maintain or increase their relative position in the social ladder by investing in their human and social capital (Keys et al., 2013), but also perceive that educational decisions as providing a framework that will influence child development in terms of life goals, life values and attitudes (Galán, 2009; Ballantine & Hammack, 2011; Ryan, 2001).
However, how much parents are able to determine children school characteristic is dependent on the institutional arrangements and the welfare regime where their educational system is set (Feito, 1994; Mancebón Torrubia, 2007; Fernández Enguita, 2008). At some regions, such as for instance the Valencia region in Spain, there has been a consistent policy promoting the development of private early childhood educational facilities that have reinforced in recent years the already none-comprehensive school system (Sintes, E., 2012; Ancheta Arrabal, A., 2012; Fernández Enguita, M., 2002). In the present study we combine both an institutional and a case study analysis on the city of Valencia, to deepen the understanding on how the early childhood education choice operates.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
Caine Rolleston and Rhiannon Moore tackle the following questions: What are the characteristics of children attending different school types? How do learning and learning progress compare across different types of school? How does this change when we include controls for student background? Within private schools, what is the relationship between fees paid and learning gains? Considering all of these things, what are the implications for equity within the Indian education system?
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
Pursuing cumulative advantage through early childhood education. the paradox ...Daniel Gabadón-Estevan
There is no doubt that school credentials are at the centre of the stratification process in meritocratic societies and there is evidence that the starting point is well ahead of the primary (compulsory) education (Lareau, A., 2003; Kalil, A., Ryan, R. & Corey, M., 2012). Through early childhood education parents not only invest in their offspring’s future chances to maintain or increase their relative position in the social ladder by investing in their human and social capital (Keys et al., 2013), but also perceive that educational decisions as providing a framework that will influence child development in terms of life goals, life values and attitudes (Galán, 2009; Ballantine & Hammack, 2011; Ryan, 2001).
However, how much parents are able to determine children school characteristic is dependent on the institutional arrangements and the welfare regime where their educational system is set (Feito, 1994; Mancebón Torrubia, 2007; Fernández Enguita, 2008). At some regions, such as for instance the Valencia region in Spain, there has been a consistent policy promoting the development of private early childhood educational facilities that have reinforced in recent years the already none-comprehensive school system (Sintes, E., 2012; Ancheta Arrabal, A., 2012; Fernández Enguita, M., 2002). In the present study we combine both an institutional and a case study analysis on the city of Valencia, to deepen the understanding on how the early childhood education choice operates.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
Caine Rolleston and Rhiannon Moore tackle the following questions: What are the characteristics of children attending different school types? How do learning and learning progress compare across different types of school? How does this change when we include controls for student background? Within private schools, what is the relationship between fees paid and learning gains? Considering all of these things, what are the implications for equity within the Indian education system?
Education
BLS
2013
Education
Sources
National Assessment of Educational Progress (NAEP)
“Nation’s Report Card”
Census
Educational Attainment
Public School System Finances
Issues in Education
High School Completion
(# of graduates/# of students)
Who represents “graduates”? Equivalency exam? > 4 years? Modified study?
Who represents “students”? Those that started HS 4 years prior? Size of senior class?
What is the study for? Diploma count? Workforce qualification? School performance?
Beginning 2010/11 school year, No Child Left Behind legislation improved consistency across states by requiring graduation rates be reported as: (# of students who graduate in four years with a HS diploma/ # of students who entered school 4 years prior).
Graduation Rates
High school graduation rates have increased since the 1960 across all races.
Cross-Country Comparison Math Scores
The mathematics achievement scores of eighth grade American students lag behind those of many other countries.
Canada
Australia
Germany
South Korea
Belgium
Poland
Average 8th Grade Mathematics Achievement Score: 2009
Ireland
Netherlands
U.K.
Japan
529
527
520
538
507
508
U.S.
502
508
522
514
539
Hungary
503
4
Subject Matter Proficiency
National Assessment of Student Progress (NAEP)
Assessing Progress
U.S. has not been in the top scoring countries on any major assessment since the early 1990s
However:
The U.S. has diverse student body each with unique challenges.
U.S. students typically progress to higher levels of education, skewing average scores down.
Concerns with improvement
Grade inflation and teaching to the test.
Assessments may not adequately measure creativity, social responsibility, professionalism, and friendliness (characteristics often inversely correlated with subject matter achievement).
Education
SAT Scores
Still falling, why?
Simpsons Paradox: a relationship that appears in aggregated data disappears or reverses when broken into subgroups.
A greater proportion of lower-scoring, mostly lower-income groups, have been taking the SAT.
Graduation Rates
High school graduation rates have increased since the 1940s.
Spending Per Student
Real spending per pupil in the U.S. has more than doubled since the mid-70s
Current expenditures, interest payments, and capital outlays per student in fall enrollment in public elementary and secondary schools, by type of expenditure: Selected years, 2000–01 through 2014–15
Spending Per Student
National Center for Educational Statistics
Cross-Country Comparison of Spending Per Student
10
Student-Teacher Ratios
Cautions Against Quick Conclusions
Greater Spending, Less Results?
Non-instructional spending (e.g. janitors, secretaries, administration).
Instructional spending declined from 70% in 1960 to less than 50% by 2010.
Special education spending (13% of students qualified in 2011).
Smaller Classes, No Impact?
Special e ...
Starting Together, Growing Apart:
Gender gaps in learning from preschool to adulthood in four
developing countries
Abhijeet Singh
University College London,
Young Lives
Sofya Krutikova
Institute for Fiscal Studies,
Young Lives
Young Lives conference, Oxford
9 Sept 2016
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
Rolleston learning outcomes, school quality and equity in vietnam sept2014Young Lives Oxford
Surprising results in the 2012 edition of the Programme for International Student Assessment (PISA) show that Vietnam performs stunningly well in literacy and numeracy skills. Better than some wealthier countries.
Caine Rolleston presented Young Lives findings at a workshop hosted by the Liaison Agency Flanders-Europe (vleva) and the Flemish Association for Development Cooperation and Technical Assistance (VVOB) to discuss these questions on 18 September 2014.
Young Lives 2016-17 School Survey: Value-added analysis and school effectivenessYoung Lives Oxford
This slidedeck is from the Young Lives classroom observation sub-study dissemination event held in India on 1 June 2018. The event showcased learnings from the sub-study, and sought to answer questions such as 'where is value added in the classroom?', and 'who is taught by the most effective teachers?'.
A related blog reflecting on this event, written by Rhiannon Moore, is available here: http://younglives.org.uk/node/8694
Growing up in poverty young lives r4 findings_20march2015Young Lives Oxford
Overview of findings and data presented by Ginny Morrow at visit to Oxford by Baroness Northover, Parliamentary Under Secretary of State at the Department for International Development, 20 March 2015
Whose Progress? Causes and Consequences of Unequal Transitions
Rhiannon Moore & Bridget Azubuike
Young Lives, University of Oxford
CIES International Conference, 9th March 2017
Whose Progress? Causes and Consequences of Unequal Transitions
by Rhiannon Moore & Bridget Azubuike, Young Lives, University of Oxford
presented at the CIES international Conference
9th March 2017
Marriage and Divorce among Adolescents: Before and After COVID19, why we can'...Young Lives Oxford
For many young people, adolescence is a time when the world opens up as they choose their future paths. But for those living in the most marginalised families, their choices remain limited. Twelve million girls are still married under the age of 18 every year, and UN agencies warn of a doubling of this number due to the coronavirus pandemic.
This presentation was delivered on the 19th of May, as part of a webinar, organised by Young Lives, Child Frontiers, Girls not Brides and GreeneWorks, and included a presentation from WHO's Chandra Mouli.
The webinar brought together Girls Not Brides’ Agenda for Action in the face of COVID-19, new research from Young Lives and Child Frontiers on married, cohabiting and divorced adolescents, and GreeneWorks’ research on the pathways and obstacles to leaving child, early, and forced marriage.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This presentation by Tanya Barron, Chief Executive Officer of Plan International UK, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Challenges and Priorities - Child protection and use of evidence to inform po...Young Lives Oxford
This presentation by Cornelius Williams, Associate Director and Global Chief of Child Protection at UNICEF, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Ensure strong beginnings and support for development from conception to adole...Young Lives Oxford
This presentation by Andy Dawes, Professor Emeritus in the Department of Psychology at the University of Cape Town, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
'How can we best support young people in situations of adversity?'Young Lives Oxford
This presentation by Alula Pankhurst, Young Lives Ethiopia Country Director, was delivered as part of the Child Protection panel at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Intersecting inequalities: Evidence from Young Lives IndiaYoung Lives Oxford
This presentation by Renu Singh, Young Lives India Country Director, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
System Expansion Step Three: Capitalising on Student Talents for a Middle-Inc...Young Lives Oxford
•Progress is strongly strongly linked to factors other than home background.
• Early achievement strongly influences whether students carry on at the expected rate.
• Encouraging enrolment on time and support for students that enrol late could provide smoother progression through the school system.
• To capitalise on talents of all: ensure that all students in the earliest grades reach minimum minimum expectations as a basis for smooth progress.
Beyond the basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
There are still inequities that need to be addressed at all stages of the Vietnamese education system, but we find that home advantage does not become more important than ability over time in determining learning outcomes
Learn, Grow and Thrive: An agenda to empower rural girls (evidence from the Young Lives study of childhood poverty) presentation at a side event of the Commission on the Status of Women 2018.
For more details of the side event, please see: http://younglives.org.uk/node/8615 and follow @yloxford on Twitter
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
Presentation from Professor Jo Boyden (Young Lives Director) and Dr Renu Singh (Young Lives India Country Director) at the International Association for Adolescent Health's 11th World Congress in New Delhi, 26th October 2017
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
2. OUTLINE
Introduction to Young Lives &
Secondary School Surveys
Learning quality & equity:
Looking across three countries
Learning quality & equity:
Within one country (India)
Implications & Discussion
3. YOUNG LIVES & LINKED SCHOOL SURVEYS
Longitudinal survey of children,
their households, schools and
communities running for 15 years
in 4 countries
Young Lives school surveys:
introduced in 2010
2016-17 school surveys: school
effectiveness in Ethiopia, India and
Vietnam
• Ethiopia: upper primary (Grades 7-8)
• India: lower secondary (Grade 9)
• Vietnam: upper secondary (Grade 10)
4. WHY SECONDARY SCHOOL SURVEYS?
Secondary education ‘critical’ to breaking
intergenerational transmission of poverty (World Bank,
2009)
Inequalities in access - Unequal transition to secondary
reinforces exclusion of disadvantaged groups in labour
market (DFID, 2017)
Inequalities in learning - A high degree of inequalities
in test scores at secondary level suggest a high degree
of wage inequality in the future (Nickell, 2004, in Das &
Zajonc, 2010)
5. SCHOOL SURVEY 2016-17 DESIGN
School effectiveness design:
Student performance in terms of
progress (rather than cross-sectional
measure)
The teaching and learning processes that
affect student progress
The ‘value-added’ of one year of school
To do this, we administered:
Cognitive tests at beginning and end of
one school year
Background instruments and psychosocial
measures for teachers and students to
contextualise learning progress
6. Putting the school surveys in context:
Existing Young Lives findings on education
7. YL FINDINGS ON EDUCATION & EQUITY
While enrolment rates have increased, in each country
some children remain educationally vulnerable
Analysis of vulnerability reveals that family background,
learning achievement and educational opportunities
reinforce each other, creating negative cycles (Cueto, Singh,
Woldehanna & Le Thuc Duc, 2016)
Significant evidence of inequality of outcomes within
countries, with widely varying educational attainment.
Findings from India (AP and Telangana) reveal that
disparities in children’s early school lives impact on their
later learning. (Singh & Mukherjee, 2017)
Similarly, in Ethiopia analysis has shown that those
children who have attended pre-school have significantly
higher cognitive performance at age 5 and age 8 than
those who have not (Woldehanna, 2016)
8. YL FINDINGS ON LEARNING
Although all four Young Lives countries have now achieved
‘mass enrolment’ at primary level, and India, Peru and
Vietnam have also achieved this at lower secondary level,
only Vietnam appears to have made the transition to
‘mass learning’.
Comparisons of learning outcomes show that, while
mathematics achievement levels are similar across
countries at age 5, by age 15 they have widened
dramatically, demonstrating very different learning
trajectories.
Children are learning the most in Vietnam, across all
levels of prior attainment, while India and Ethiopia
appear to have entered a ‘low level equilibrium’ in
learning outcomes (Rolleston, 2016)
9. SECONDARY SCHOOL SURVEY: RQS
Collecting data on secondary
education to try to enhance
understanding of the ‘messiness’
of expanding education and try
and shed light on specifics
Particular focus on secondary –
what does this mean for social
mobility / future opportunities?
Different conceptualisation of
quality learning at secondary to
basic education – ref to BAICE
pres and Compare paper
Learning Quality & Equity:
Looking Across Three Countries in 2016-17
16. COMPARING LEARNING BETWEEN COUNTRIES
Most effective schools:
Private unaided schools in India; schools in Da Nang, Vietnam
More variation within than between countries
Student wealth and school effectiveness:
Ethiopia & Vietnam: no clear relationship – more equitable systems?
India: varies by school type – private unaided schools attended by
wealthier children are more effective, but this is not the case for
state government schools
Learning progress:
Students make comparable progress in one year across the three
countries – but there are clear differences in learning levels
19. CROSS-SECTIONAL DATA REVEALS INEQUALITIES
Large differences in
learning attainment at
the start of Grade 9 by
student background
E.g. by household
wealth
Reflects different
experiences prior to
Grade 9…
• E.g. type of school
attended, home
background, parental
education, access to
different educational
opportunities outside
school…
Q1
(poorest)
Q2 Q3 Q4 Q5 (least
poor)
Mean Maths
Score (start
of school
year)
437 457 484 502 541
0
.001.002.003.004
Density
250 500 750
Maths Score
Q1 (poorest) Q2 Q3 Q4 Q5 (least poor)
Maths Performance By Wealth Quintiles
20. ALSO MAKING UNEQUAL PROGRESS
Gaps in test performance appear to be widening over the course of the
school year
E.g. the least poor students make an average of 44 points of progress,
while the poorest students make 22 points – falling further behind
0
.001.002.003.004.005
Density
250 500 750
Maths Score
Wave 1 - poorest quintile Wave 2 - poorest quintile
Wave 1 - least poor quintile Wave 2 - least poor quintile
Maths Performance By Wealth Quintiles
21. SCHOOL TYPE IS ALSO IMPORTANT…
Analysis shows
significant
differences between
school types in Wave
1 and Wave 2 test
scores in both
English and maths
But existing research
suggests private
school effects are
heterogeneous (e.g.
Singh, 2014)
So need to look at
the effectiveness of
private schools in
more depth
0
.002.004.006
kdensity
200 500 800
Wave 1 Maths score (IRT scaled score)
Private Aided Private Unaided
State Govt Tribal Social Welfare
Wave 1 Maths Score By School Type
22. ARE CHILDREN LEARNING MORE IN PRIVATE SCHS?
Value-added analysis reveals that Private Unaided schools are ‘adding
more value’ in the course of one school year – this is the average VA,
and when we look school-by-school there are exceptions.
When we control for differences in student background, the gaps
between school types narrow slightly – but there are still significant
differences between Private Unaided schools and all other school types
-10
0
102030
Private Aided Private Unaided State Govt Tribal Social Welfare
Mean School VA (English) by School Type
Mean School VA (uncon) Mean School VA (con)
-20-10
0
102030
MathsValue-Added
Private Aided Private Unaided State Govt Tribal Social Welfare
Mean School VA (Maths) by School Type
Mean School VA (uncon) Mean School VA (con)
23. ARE ALL PRIVATE SCHOOLS ‘EQUALLY BETTER’?
Private Unaided schools which charge higher school fees add more
value in 1 school year
0
1020304050
Lower fee school Medium fee school Higher fee school
Private Unaided schools only
Mean School VA (Maths) by Fee Level
Mean School VA (uncon) Mean School VA (con)
24. SMALL SCHOOLS ADD LESS VALUE…
Bigger schools (more
sections in Grade 9) add
more value in 1 school year
Similar patterns seen
between private schools in
urban v rural areas (more
VA in urban areas)
Suggests that private
schools are not equally
better – the amount of
value added varies by fee
level, location, school
size…
Characteristics of better
schools – more accessible
to more advantaged
children?
0
1020304050
1 section 2 sections 3 or more sections
Private Unaided schools only
Mean School VA (Maths) by Number of Sections
Mean School VA (uncon) Mean School VA (con)
25. LEARNING & EQUITY IN INDIA
Analysis from this survey suggests that there are inequalities in
learning outcomes between different groups of children at the start
of Grade 9 – and that these are increasing throughout the school
year
Evidence appears to suggest more advantaged children are ‘sorted’
into ‘better’ schools, even when the background of children is
controlled for.
On average, the poorest children start Grade 9 100 points behind
the least poor in maths – that’s equivalent to more than 3 average
school years. This gap widens further over the course of the school
year.
Not just about ‘private schools’ vs ‘govt schools’ – even within
private schools there is a lot of inequity
Not all private schools ‘equally better’ – those which are more
expensive and those in urban areas add more value
27. DISCUSSION & IMPLICATIONS
Looking across countries, there are gaps but also notable
overlaps – despite the differences in education systems and
country context.
Differences in ‘equity’ of education systems – in Vietnam /
Ethiopia less clear association between school effectiveness and
wealth than in India
Within the Indian survey, inequalities in learning outcomes
appear to be increasing – serious implications for equality of
opportunities after secondary school.
Evidence appears to suggest more advantaged children are
‘sorted’ into ‘better’ schools in India, even when the background
of children is controlled for.
The large gaps present at the beginning of Grade 9 suggests
efforts to equalise learning need to happen earlier – by
secondary school, inequalities are already heavily entrenched.
28. NEXT STEPS
Analysis of teacher data – e.g. how
does who a teacher is, what their
attitudes are, and the practices they
use in the classroom relate to student
learning?
Analysis using student background
data – e.g. how do student attitudes to
schooling relate to their learning
outcomes?
Classroom observations in India –
sample of teachers and classes where
more learning is taking place to
understand more about what is
happening in the classroom
31. NEXT STEPS – FURTHER ANALYSIS OPPORTUNITIES
Construct Measure
Teacher Psychosocial
Measures (focus on
motivation and efficacy)
‘Wellbeing’ scale
‘Relationship with others in the school’ scale
‘Morale and job satisfaction’ scale
‘Equality’ scale
‘Professional Commitment’ scale
‘Efficacy’ scale
Teacher Professional
Knowledge
15 item questionnaire
Classroom Instructional
Environment
‘Engagement and empathy’ scale
‘Awareness and control’ scale
A range of teacher and student level measures were included in the survey
– next steps include looking at some of this data. E.g.