The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
Trends Shaping Education is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Andreas Schleicher presents the report's key findings.
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
Education 4.0 - Teacher for the Future (Teacher 4.0)Thiyagu K
Education 4.0 is a purposeful approach to learning that lines up the fourth industrial revolution and about transforming the future of education using advanced technology and automation. This presentation slide explains the innovative practices of incorporating advanced technology in our classroom practice.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
Trends Shaping Education is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Andreas Schleicher presents the report's key findings.
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
Education 4.0 - Teacher for the Future (Teacher 4.0)Thiyagu K
Education 4.0 is a purposeful approach to learning that lines up the fourth industrial revolution and about transforming the future of education using advanced technology and automation. This presentation slide explains the innovative practices of incorporating advanced technology in our classroom practice.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
Andreas Schleicher - Education at a Glance- Global Webinar- World Education T...EduSkills OECD
Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
It is a brief description about how education can be digitized. The digitization has been seen in the light of processes in education i.e. administration, learning, evaluation and extension, These are just points.The presentation requires elaboration of a speaker.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Indian Education Systems has to deal with very considerable challenges and need to develop certain strategies that would help the students to know their interest areas along with educating their parents about their potentioal.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
Back to the Future of Education: Four OECD Scenarios for SchoolingEduSkills OECD
Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
Andreas Schleicher - Education at a Glance- Global Webinar- World Education T...EduSkills OECD
Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
It is a brief description about how education can be digitized. The digitization has been seen in the light of processes in education i.e. administration, learning, evaluation and extension, These are just points.The presentation requires elaboration of a speaker.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Indian Education Systems has to deal with very considerable challenges and need to develop certain strategies that would help the students to know their interest areas along with educating their parents about their potentioal.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
Back to the Future of Education: Four OECD Scenarios for SchoolingEduSkills OECD
Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
Education Trends and News_ A Roadmap for Success.pdfananyamehta807
In the ever-evolving realm of education, staying abreast of the latest trends and developments is crucial for educators, students, and policymakers alike. From innovative teaching methodologies to emerging technologies shaping the classroom experience, the education landscape is continually transforming. Let's delve into some of the prominent trends and news shaping education today.
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
Systemic Framework Supports Sustainability: University – Elementary School P...Beth Sockman
When applying for grants, funders often require sustaining plans beyond the project’s funding period. Systemic theory provides a framework for sustainability through analysis of the systems that influence the interventions’ effectiveness proposed by the grant. This presentation reviews a specific grant, Volunteers in Service to America (VISTA), that uses a systemic theory framework to inform implementation. The VISTA grant funds collaboration between a university and an elementary school focused on raising academic achievement with children living in poverty.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
It's Time for Learning to Go Back to School: Next-Generation Approaches Enric...Cognizant
Major structural shifts in offline and online learning delivery will lead to integrated systems that enable adaptive and holistic higher-education learning environments. Digital footprints will pave way for schools and, eventually, employers to discover learners' competencies and interests and match it to their own offerings and talent needs.
Similar to What will education look like in the future? (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
1. Back to the Future of Education
Four OECD Schooling Scenarios
Andreas Schleicher
28 January 2021
2. • 1.5bn students were locked out from school
• Remote learning has become the lifeline for learning
but doesn’t address the social functions of schools
• Access, use and quality of online resources amplify inequality
• Accreditation at stake
• Huge needs for just-in-time professional development
• Re-prioritisation of curricula to embrace wider range of
cognitive, social and emotional skills
• But lots of highly innovative learning environments emerging !
7. Resilience to change among 15-year-olds (PISA)
Fig VI.3.7
Higher values in the index indicate
higher cognitive resilience
8. Back to the Future of Education: Four OECD Scenarios for Schooling
Four OECD Scenarios for the Future of Schooling
EDUCATION OUTSOURCED
SCHOOLING EXTENDED
LEARN-AS-YOU-GO
SCHOOLS AS LEARNING HUBS
9. Scenario 1: Schooling Extended
Back to the Future of Education: Four OECD Scenarios for Schooling
Participation in formal education continues to expand. International collaboration and
technological advances support more individualised learning. The structures and
processes of schooling remain.
Educational monopolies remain: Schools are
key actors in socialisation, qualification, care
and credentialing.
International collaboration and digital
technologies power more personalised
teaching and learning practices.
Distinct teacher corps remain, although with
new divisions of tasks and greater economies
of scale.
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
10. Changing education can be like moving graveyards
• The status quo has many protectors
– Everyone supports reform – except for their own children
– Even those who promote reforms often change their mind when they
understand what change entails for them
– The slow-building crisis
• The frogs rarely clear the swamp
– The loss of privilege is pervasive because of the extent of vested interests
– Teachers can easily undermine reforms during implementation, while
blaming policy makers for having attempted misguided reforms
– Even when parents have a poor opinion of the education system, they will
generally view the school of their children and its teachers positively
• Asymmetry of costs and benefits of educational reform
– Costs are certain and immediate, benefits are uncertain and long-term
11. Changing education can be like moving graveyards
• Complex governance
– Many layers, many stakeholders
– Changes in the demands in our societies have vastly outpaced the
structural capacity of our current governance systems to respond
• Lack of supportive ecosystems
– Lack of an ‘education industry’ that pushes innovation and absorbs risks
– A research sector that is often disengaged from the real needs of real
classrooms
• You can lose an election but you don’t win one over education
– Complexity and length of reform trajectory that extend electoral cycles
– A substantial gap between the time when the cost of reform is incurred,
and the time when benefits materialise
12. 12
Digitalisation
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
The post-truth world where reality becomes fungible
• Virality seems privileged over quality
in the distribution of information
• Truth and fact are losing currency
Scarcity of attention and abundance of information
• Algorithms sort us into groups of like-minded
individuals create echo chambers that amplify our
views, leave us uninformed of opposing arguments,
and polarise our societies
9%
13. Back to the Future of Education: Four OECD Scenarios for Schooling
Traditional schooling systems break down as society becomes more directly involved
in educating its citizens. Learning takes place through more diverse, privatised and
flexible arrangements, with digital technology a key driver.
Fragmentation of demand with self-reliant
“clients” looking for flexible services.
Schooling systems as players in a wider (local,
national, global) education market.
Diversification of structures: multiple
organisational forms available to individuals.
Diversity of instructional roles and teaching
status operating within and outside of schools.
Scenario 2: Education Outsourced
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
14. Schooling beyond the pandemic
(Averages across 36 countries, May 2020)
Table 17
%
15. Capital flows and digitalisation of education
Global vs Education Capital Flows <3% of global education expenditure on technology
Education is still at an early technology adoption stage, with comparatively low market capitalisation
Sources: HolonIQ, World Health Organization, Goldman Sachs, Standard & Poors. All figures are rounded estimates based on source research.
0.15 !
16. Global education venture capital
Source: HolonIQ, January 2019
Venture capitalists have invested USD 7B in 2019, up from USD 2B in 2014 – mainly from China
18. Technology is only as good as its use (TALIS 2018)
Percentage of teachers who “frequently” or “always” let students use ICT for projects or class work
%
19. Back to the Future of Education: Four OECD Scenarios for Schooling
Schools remain, but diversity and experimentation have become the norm. Opening the
“school walls” connects schools to their communities, favouring ever-changing forms of
learning, civic engagement and social innovation.
Strong focus on local decisions; self-organising
units in diverse partnerships. Schools as hubs
function to organise multiple configurations of
local-global resources.
Flexible schooling arrangements permit greater
personalisation and community involvement.
Professional teachers as nodes of wider
networks of flexible expertise.
Scenario 3: Schools as Learning Hubs
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
20. Prevalence of pedagogical strategies (TALIS 2018)
Percentage of teachers who frequently or always use the following practices in their class (OECD average-31)
Classroom
management
Clarity of
instruction
Cognitive
activation
Enhanced
activities
%
21. Back to the Future of Education: Four OECD Scenarios for Schooling
Education takes place everywhere, anytime. Distinctions between formal and informal
learning are no longer valid as society turns itself entirely to the power of the machine.
Traditional goals and functions of schooling
are overwritten by technology. Dismantling of
schooling as a social institution.
Open market of “prosumers” with a central role for
communities of practice (local, national, global).
(Global) governance of data and digital
technologies becomes key.
Scenario 4: Learn-as-you-go
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
22. • Many online and distance learning and other innovative approaches such as AR, VR
and AI were created, adapted and expanded.
New learning experiences
Image sources: Electude
Classroom and Labster Labs’
virtual labs; Oxford University’s
LIFE project, a smartphone-based
virtual learning platform
23. Assessments and exams
New types of assessments
through simulations and
games
Adaptive assessments
Hands-on assessment in
vocational settings
Increasing reliability of
machine rating for essays
Predictive models may
disrupt the exam model
24. Learning analytics
• Learning analytics helps educators
personalise learning
• in real time
• as a reflective tool
• Data come from sensors, learning
management systems and digital activities
of learners
• When should you shift to a new activity?
• Are you losing the attention of learners?
• How do you struture instruction time
(lecture, small group, discussion,
assessment, practice, etc.)?
• Which students do you talk to and support
the most?
25. OECD
Scenarios for the Future
of Schooling
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
Challenges for public
authorities
Scenario 1
Schooling extended
Schools are key
actors in
socialisation,
qualification, care
and credentialing.
Educational
monopolies retain all
traditional functions of
schooling systems.
Teachers in monopolies,
with potential new
economies of scale and
division of tasks.
Strong role for
traditional
administration and
emphasis on
international
collaboration.
Accommodating diversity and
ensuring quality across a
common system. Potential
trade-off between consensus
and innovation.
Scenario 2
Education outsourced
Fragmentation of
demand with
self-reliant “clients”
looking for flexible
services.
Diversification of
structures: multiple
organisational forms
available to
individuals.
Diversity of roles and
status operating within
and outside of schools.
Schooling systems as
players in a wider
(local, national, global)
education market.
Supporting access and quality,
fixing “market failures”.
Competing with other
providers and ensuring
information flows.
Scenario 3
Schools as learning hubs
Flexible schooling
arrangements permit
greater
personalisation and
community
involvement.
Schools as hubs
function to organise
multiple configurations
of local-global
resources.
Professional teachers as
nodes of wider networks
of flexible expertise.
Strong focus on local
decisions. Self-
organising units in
diverse partnerships.
Diverse interests and power
dynamics; potential conflict
between local and systemic
goals. Large variation in local
capacity.
Scenario 4
Learn-as-you-go
Traditional goals and
functions of schooling
are overwritten by
technology.
Dismantling of
schooling as a social
institution.
Open market of
“prosumers” with a
central role for
communities of practice
(local, national, global).
(Global) governance
of data and digital
technologies becomes
key.
Potential for high
interventionism (state,
corporate) impacts democratic
control and individual rights.
Risk of high social
fragmentation.
27. Thank you!
Trends Shaping Education 2020
Back to the Future of Education: Four OECD Scenarios for Schooling
For more information:
OECD (2020), Back to the Future of Education: Four OECD Scenarios for Schooling,
Educational Research and Innovation, OECD Publishing,
Paris, https://doi.org/10.1787/178ef527-en.
www.oecd.org/education/ceri/trends-shaping-education