Learning

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UNESCO: One in every five children, adolescents and youth is out of school worldwide

UNESCO

UNESCO/March 06, 2018/Source: https://en.unesco.org

New figures on the number of children out of school worldwide reveal that despite decades of efforts to get every child into the classroom, progress has come to a standstill. According to data from the UNESCO Institute for Statistics (UIS), about 263 million children, adolescents and youth worldwide – one in every five – are out school, a figure that has barely changed over the past five years.

The new numbers are published as delegates gather in Paris for the fourth Sustainable Development Goal (SDG)-Education 2030 Steering Committee meeting. The Committee is a unique body providing strategic guidance on the advancement of the Education 2030 Agenda. SDG4 includes a concrete commitment to ensure that every girl and boy is completing a good quality primary and secondary education by 2030.

The rate of progress, or the lack of it, varies by age group, according to a UIS paper released today. At primary level, the out-of-school rate has barely moved at all over the past decade, with 9% of children of primary age (about 6 to 11 years), or 63 million, out of school.

In addition, 61 million adolescents of lower secondary age (about 12 to 14 years) and 139 million youth of upper secondary age –one in every three – are not enrolled in school. These youth, between the ages of about 15 to 17 years, are four times more likely to be out of school than children of primary age, and more than twice as likely to be out of school as those of lower secondary age.

“These new figures show starkly the size of the gap that needs to be closed to ensure universal access to education,” says UNESCO Director-General Audrey Azoulay. “We need much more comprehensive and targeted approaches together with more resources to reach those children and youth who are denied the right to education, with a special emphasis on girls and on improving the quality of education for all. This is the greatest urgency for unlocking progress towards SDG4.”

The UIS figures confirm that across sub-Saharan Africa one in every three children, adolescents and youth are out of school – with girls more likely to be excluded than boys. For every 100 boys of primary age out of school, there are 123 girls denied the right to education.

The new data also highlight a gulf between out-of-school rates in the world’s poorest and richest countries, with an upper-secondary out-of-school rate of 59% across the world’s low-income countries, compared to just 6% in high-income countries.

According to Silvia Montoya, Director of the UIS, “Access to education is only part of the picture. We also have a learning crisis, with one in six children and adolescents not reaching minimum proficiency levels in reading or mathematics; the majority of them are in school. Education has to deliver for every child, which requires effective monitoring to ensure that all children are in school, and that they are learning what they need to know. That is why the UIS, which is the official data source for SDG 4, is developing new indicators on equitable education and learning outcomes.”

The new figures reinforce calls for far greater global investment in education at all levels to ensure progress towards SDG 4, including more resources for data gathering and analysis to monitor the pace and equity of that progress.

These issues will be on the agenda of the fourth SDG-Education 2030 Steering Committee, the main global consultation and coordination mechanism for education in the 2030 Agenda for Sustainable Development. The Committee meets once or twice a year to provide strategic advice on policies, financing, monitoring and reporting and advocacy. It is composed of 38 members representing a majority from Member States, together with eight UN agencies, the Global Partnership for Education, the OECD, regional organizations, teacher organizations, civil society networks, in addition to representatives from the private sector, foundations, youth and student organizations.

Source:

https://en.unesco.org/news/one-every-five-children-adolescents-and-youth-out-school-worldwide

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India: Tech is triggering mass revolution in education

Noticias

India/January 16, 2018/Source: http://www.thehindubusinessline.com

 “Today, 2.5 billion people have smartphones and they have options in terms of data, apps and capabilities. This has an impact on education too,” said Nandan Nilekani Chairman, EkStep, and Non-Executive Chairman, Infosys.

Inaugurating a three-day conference on ‘The Future of Learning’ here on Monday, hosted by IIM-B in collaboration with IIT-Bombay, Nilekani said: “Digital unbundling leads every sector, including education, to go from mega to micro and creates new ways to mix and match.”

The Future of Learning Conference is the first in the series of annual conferences alternating between IIM-Bangalore and IIT-Bombay for the next three years. In his presentation, ‘Micro is the New Mega’, Nilekani focused on how to learn in a volatile, uncertain, complex and ambiguous (VUCA) world.

We are seeing the third mass revolution in education, he said, triggered and powered by new-age platforms. Data is the “new soil”, he added. He spoke of how unbundling to micro and the data avalanche will lead to more automation and millions of micro work packets, and rise of second-generation platforms or the gig economy.

“In terms of the future of learning, this means we must re-imagine what will happen in terms of these mega trends because universities will become platforms that distribute the ability to teach and learn,” Nilekani said, adding that universities will become testing grounds for blended learning models.

The question and answer session following Nilekani’s address revolved around the forces that are driving the change in the education sector, such as increasing globalisation (fiercely competitive domestic and international student markets), greater global mobility (of academics, students and academic brands), an intensifying clamour for democratisation of knowledge and access, and the emergence of disruptive digital technologies that drive innovations and offer leapfrogging opportunities.

Problem-solving

“These developments have important implications for the universities of the future. Successful universities of the future will not be limited by physical spaces or contracts. University learning spaces will be built collaboratively by traditional educational institutions, non-academic subject experts, technopreneurs and investors and the focus will be on the distribution of the ability to solve problems,” Nilekani responded.

In his opening remarks, Prof Deepak B Phatak from IIT-Bombay, who is co-chair of FoL 2018, highlighted disruption in the education sector and spoke of the need to bring the different silos together and focus on creative disruption.

Earlier in the day, Professor PD Jose, co-chair of FoL 2018 and Faculty in the Strategy area at IIM-B, said: “The education sector is set for a major makeover. The 20the century model, characterised by intense faculty-student interactions in brick and mortar classrooms, is fast changing to one of need-based and asynchronous exchanges in a virtual space.”

He added that the conference will examine how to bridge the learning divide in the country and not let it go the way of digital divide.

Source:

http://www.thehindubusinessline.com/info-tech/tech-is-triggering-mass-revolution-in-education/article10033516.ece?utm_source=RSS_Feed&utm_medium=RSS&utm_campaign=RSS_Syndication

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Ghana: World Bank warns of ‘learning crisis’ in global education

Noticias

Ghana/October 31, 2017/By Iddi Yire/Source: http://www.ghananewsagency.org

Millions of young students in low and middle-income countries face the prospect of lost opportunity and lower wages in later life because their primary and secondary schools are failing to educate them to succeed in life.

Warning of ‘a learning crisis’ in global education, a new Bank report said schooling without learning was not just a wasted development opportunity, but also a great injustice to children and young people worldwide.

The World Development Report 2018: ‘Learning to Realise Education’s Promise’, which was made available to the Ghana News Agency, argues that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all.

It said even after several years in school, millions of children cannot read, write or do basic math and the learning crisis was widening social gaps instead of narrowing them.

It said young students who were already disadvantaged by poverty, conflict, gender or disability reach young adulthood without even the most basic life skills. “This learning crisis is a moral and economic crisis,” World Bank Group President Jim Yong Kim said.

“When delivered well, education promises young people employment, better earnings, good health, and a life without poverty. For communities, education spurs innovation, strengthens institutions, and fosters social cohesion. But these benefits depend on learning, and schooling without learning is a wasted opportunity. More than that, it’s a great injustice: the children whom societies fail the most are the ones who are most in need of a good education to succeed in life.”

The report recommended concrete policy steps to help developing countries resolve this dire learning crisis in the areas of stronger learning assessments, using evidence of what works and what doesn’t to guide education decision-making; and mobilise a strong social movement to push for education changes that champion ‘learning for all.’

According to the report, when third grade students in Kenya, Tanzania, and Uganda were asked recently to read a sentence such as “The name of the dog is Puppy” in English or Kiswahili, three-quarters did not understand what it said.

It said in rural India, nearly three-quarters of students in grade three could not solve a two-digit subtraction such as “46 – 17”—and by grade five, half still could not do so.

It said although the skills of Brazilian 15-year-olds had improved, at their current rate of improvement they would not reach the rich-country average score in maths for 75 years; adding that in reading, it would take 263 years.

It said these statistics do not account for 260 million children who, for reasons of conflict, discrimination, disability, and other obstacles, were not enrolled in primary or secondary school.

It said while not all developing countries suffer from such extreme learning gaps, many fall far short of levels they aspire to.

It noted that leading international assessments on literacy and numeracy show that the average student in poor countries performs worse than 95 per cent of the students in high-income countries—meaning such a student would be singled out for remedial attention in a class in those countries.

It said many high-performing students in middle-income countries, young men and women who achieve in the top quarter of their group would rank in the bottom quarter in a wealthier country.

The report, written by a team directed by World Bank Lead Economists, Deon Filmer and Halsey Rogers, identifies what drives these learning shortfalls, not only the ways in which teaching and learning breaks down in too many schools, but also the deeper political forces that cause these problems to persist.

The report noted that when countries and their leaders make “learning for all” a national priority, education standards can improve dramatically.

It cited that, from a war-torn country with very low literacy rates in the 1950s, South Korea achieved universal enrollment by 1995 in high-quality education through secondary school, its young people performed at the highest levels on international learning assessments.

It said Vietnam’s 2012 results from an Organisation for Economic Co-operation and Development (OECD) test for high school students in maths, science, and reading called the Programme for International Student Assessment (PISA), showed that its 15-year-olds performed at the same level as those in Germany—even though Vietnam is a much poorer country.

“The only way to make progress is to ‘find truth from facts.’ If we let them, the facts about education reveal a painful truth. For too many children, schooling does not mean learning,” said World Bank Chief Economist, Paul Romer.

Relying on evidence and advice gathered during extensive consultations in 20 countries, with governments, development and research organisations, CSOs, and the private sector.

The report offers three policy recommendations: firstly, it calls for assess learning, so it could become a measurable goal; secondly, it recommends making schools work for all children and thirdly mobilising everyone who had a stake in learning.

“Developing countries are far from where they should be on learning. Many do not invest enough financial resources and most need to invest more efficiently. But it is not only a matter of money; countries need to also invest in the capacity of the people and institutions tasked with educating our children,” said Jaime Saavedra, World Bank’s Senior Director for Education.

Source:

http://www.ghananewsagency.org/education/world-bank-warns-of-learning-crisis-in-global-education-124220

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The future of 3D printing in education

Simon Biggs

By: Simon Biggs

In the 1950s, the slide rule was the most commonly used classroom tool for mathematical and engineering calculation, but by the mid 1970s, the newer technology – the electronic scientific calculator – made the slide rule almost obsolete. Since then, there has been an explosion of new technologies hitting the classroom for engineering and mathematical learning including the computer, the iPad and more recently 3D printers.

3D printing is a well-established industrial technology for prototyping and manufacturing, particularly popular with the aerospace and defence sectors. Also known as additive manufacturing (AM), 3D printing is the process of making a solid 3D object from a digital computer aided design (CAD) file. The printer adds successive layers of material together until the final object has been created. This is different from traditional manufacturing methods like CNC machining, which removes material from a solid block using rotating tools or cutters.

3D printing is a rapid production method with minimal waste material. Its design flexibility means users can manufacture bespoke objects for a low cost. These advantages have made it increasingly popular as a production method in the manufacturing industry.

“Exciting and innovative projects are a simple way to keep pupils engaged in STEM subjects, which is a vital step forward in addressing the skills shortage”

Understanding and using this growing technology can benefit children’s learning, particularly in science, technology, engineering and mathematics (STEM) subjects but also beyond these more traditional fields in music, design technology, history, geography and biology. In 2013, a pilot project introduced 3D printers into 21 schools to investigate learning through 3D printing. This project highlighted the need for robust training and good technical support for the widespread incorporation of 3D printing into the curriculum to be successful.

This project confirmed the potential for 3D printers as a teaching resource, providing that teachers can access adequate training for the technology. Many of the schools reported increased pupil motivation when engaged in 3D printing projects. Exciting and innovative projects are also a simple way to keep pupils engaged in STEM subjects, which is a vital step forward in addressing the STEM skills shortage. Since the pilot project in 2013, 3D printing has become more accessible and popular as a classroom technology.

The rise of 3D printers in schools

The increasing numbers of 3D printers in schools is not only due to the increasing recognition of 3D printing being a relevant and engaging educational tool, but also relates to the number and availability of low cost 3D printing machines. It is now possible for schools to buy a 3D printer for around £500, whereas previous versions were cost prohibitive. The decreasing price tag is drastically improving the technology’s pick up in the education sector.

Advances in resources available for teachers and other education professionals are also making 3D printing more widely accessible. Teachers can now download design software and access it via tablets and mobile phones. Easy tutorials for beginners are available for those without basic knowledge of the technology.

3D printing software is considerably more user friendly than it was two years ago, which makes it ideal for younger children to grasp. Innovative apps for mobile phones and tablets make it easy and efficient to create designs and send them to a 3D printer for production. These apps build up students’ skills using design platforms. However, the primary reason the technology is able to positively influence the learning process in design is the ability to learn through trial and error.

Developing new skills

Using 3D printing as a production method enables students and pupils to move from the conception of an idea to producing a physical object with relative ease. The technology provides the ability to produce a part quickly, which is an advantage for students learning about design, particularly the limitations and constraints of the different technologies. Interrogating a physical object can make it easier for pupils to spot mistakes in designs. This allows them to gain valuable problem solving skills in a creative, hands-on way; without the ability to print prototypes, it would be considerably more difficult for students to identify weaknesses in their designs and improve upon them.

In recent years, the price of consumer 3D printers has dropped as the market has expanded. This makes the purchase of a machine easier to justify in the education sector, but for those schools that feel unable to justify the cost of owning a 3D printer despite recognising the benefits it can offer to learning, a purchase is not always necessary. Facilities such as the Fabrication Development Centre (FDC) at the Renishaw Miskin site, near Cardiff, contains five 3D printers that local schools use during their design and technology lessons.

Believed to be the only facility of its kind in the UK that is attached to a manufacturing site, Renishaw’s FDC enriches pupils’ learning experience further by showing them how industrial metal additive manufacturing machines are made and used to produce medical devices and dentures within the co-located Healthcare Centre of Excellence. This gives students the opportunity to see Renishaw manufactured metal 3D printers in action — producing objects such as dental frameworks and facial implants. Students are able to relate their learning in the classroom with practical applications in industry, a link that may otherwise be difficult to grasp.

3D printing has a number of benefits to a wide range of school subject areas, from design and technology to physics and even model building for subjects such as biology and geography. A major hurdle to overcome in the education sector was mastering 3D printing machines. However, the emergence of simple software packages and the availability of online tutorials have greatly improved accessibility to the technology. With the reduction in cost of materials and printers, and schools’ focus on active learning and addressing the skills gap, it would be logical for 3D printers to become a widely used educational tool in years to come. Who knows, they might even prove as popular as the electronic calculator.

Source:

The future of 3D printing in education

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EEUU: Experience the World: Culture & Education at the Dinner Table

Noticias

EEUU/August 01, 2017/By: Sarah Rohler/Source: einnews.com

Ahnnyeonghase-yo. Hej. Namaste. Hello. A greeting in any language implies the same thing; yet what makes each of them unique is the culture surrounding these everyday words. And each of these cultures are breathtaking to get to know; providing a spark of inspiration and warmth in our lives. ETC offers such an opportunity – hosting a student would mean to take in an international student for a brief term as a member of the family. Host families and students are encouraged to engage with each other as warmly and welcoming as possible; exchanging their respective cultures through pictures, stories, food, and affection.

The philosophy of ETC is to promote international goodwill and understanding through international student exchange experiences. It is our staunch belief that participating as a host to a student needing a home to stay will foster understanding and friendship between international cultures.

Education at the Dinner Table:
While in school one may memorize the various gendered pronouns of the Spanish language, or learn how to differentiate between the many homophones present in the English language; true learning of culture and life happens socially. This is especially true for life at home – whether it be through conversation at the dinner table, a small thank you whilst sharing the chores, or through showing each other humorous videos, daily life in a host family will impact the core of each exchange student and expand their worldview. These lessons are not only restricted to the student; families as well will learn about the many nuances present in a strange culture, and change the way they perceive their world.

Travelling Without Leaving Home:
A ticket to Iceland may be out of your price range; a week in Japan may be unthinkable when considering how expensive hotels are. Hosting negates all of these costs and difficulties that arise from planning a trip abroad, as families are allowed to bring a small part of this foreign culture straight into their living room. No longer will Korea or Honduras be a mere name on the map, but a dear second home that elicits countless warm memories spent with your student.

Foreign Partners:
ETC closely works with carefully screened, experienced agents that work diligently in each of the countries that offer students for hosting. Each agent painstakingly screens and examines each of the students and offers them with an orientation so that the students will be able to adjust to the United States with minimal difficulty. When the student finally arrives stateside, our partner organizations will always be available to act as a friendly liaison and counselor between the host family, ETC, and the student’s natural parents.

Special Activities:
We are highly involved with each of the host families and students that are part of the ETC family. ETC hosts fall welcome parties, monthly local activities, themed holiday parties, five (optional) trips every year, and a spring farewell picnic – all of which are available to ETC Local Coordinators, host families, and students, as a way to encourage bonding within a family-like atmosphere.

American Public High Schools:
ETC maintains a strict standard for those students who will be attending American public high schools on a J-1 visa. Each student will be placed within such a high school in their homestay community and will be required to take classes in English and American History or Civics. They are not permitted to take ESL or English immersion classes. Those students who are unable to maintain a C average are required to hire a tutor at their own expense.

Financial Responsibilities:
Host families are not required to take on the burden of the student’s financial expenses. Every student possesses comprehensive medical insurance, and are required to pay for their own personal expenses, which include but are not limited to school activity charges, class fees, clothing expenses, travel expenses, entertainment allowances, bus passes, long distance phone charges, and lunches purchased at the school. Each host family is considered as a volunteer, and are not expected to pay for such student expenses.

Learning About the World, at Home:
Each ETC foreign exchange student is brave and willing to leave family and friends for nearly ten months to broaden their horizons and learn about the culture of the United States. By considering a new short term addition to the family, host families can help courageous students out immensely, whilst learning similar things to the student themselves.

ETC is now accepting host family applications for both five-month and ten-month students. Each student speaks a proficient level of English, has been carefully screened, and will attend the host family’s local high school. Each student arrives fully covered by medical insurance and possesses their own spending money.

About Education, Travel & Culture:
Education, Travel & Culture is a non-profit [501 (c)(3)] educational exchange organization. Its purpose is to promote international understanding and goodwill by providing high quality educational and cultural exchange programs in the United States and abroad. ETC provides inbound program opportunities for high school students throughout the world to study in an American high school and live with an American family.

For more information, FAQs or even to apply to become a host family, visit http://edutrav.org or email Field Director, Brenda Ferland at bferland@edutrav.org

Sarah Rohler
Education, Travel & Culture
6236937999

ETC Is Your Opportunity to Experience the World

Source:

http://education.einnews.com/pr_news/395486931/experience-the-world-culture-education-at-the-dinner-table

 

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Is Online Education a Jobs Engine?

Pluma Invitada

By Joshua Kim

I like nothing better than getting things wrong. When we are wrong, we learn something.

So I interested to read a NYTimes piece on 7/10/17 on e-commerce, the tech sector, and job creation.

For a while now I’ve thought that the growth of online shopping is killing retail jobs, and that this trend would inevitably result in overall job losses as less the role of sales people and cashiers is eliminated.

But maybe I’ve been wrong.

And if online shopping is really a jobs engine, couldn’t online learning also be a job creator for educators?

The Times article summarizes research from Michael Mandel, chief economic strategist at the Progressive Policy Institute, that makes the case that online shopping has created more jobs than it has displaced in bricks-and-mortar retail stores.

According to Mandel, in the decade between 2007 to 2017 the e-commerce industry created 397,000 jobs in the United States. This compares to loss of 76,000 jobs in the traditional retail industry. Even better, the jobs created in e-commerce fulfillment – such as warehouse jobs – pay on average 30 percent more than retail positions.

The article is quick to point out that Mandel’s findings are controversial. It is difficult to assign job creation directly to the growth of e-commerce, as it is not always clear what tasks employees of Amazon or Google or other tech companies are assigned. Nor is it certain that warehouse job creation will not plateau, as productivity around online shipping grows as the sector grows, and as warehouses themselves become more automated.

Might online education be operating in some similar ways as online shopping?

How many good jobs in education have been created by the growth in online learning?

From 2002 to 2014 the number of students who took at least one online course rose from 1.6 million to 5.8 million. The bulk of all online learning programs are concentrated in non-profit institutions, accounting for over 2 million of the total 2.8 million enrolled in online only programs. From 2012 to 2014 the percentage of 4-year schools offering online degree programs rose from 46 percent to 59 percent.

Has anyone counted the number of jobs, and what types of jobs, that the growth in online education has created?

Conventional wisdom would hold that online learning has the potential to displace full-time residential faculty with contingent online instructors. But is this really true?

Many schools that I know of draw their online faculty from the same pool of full-time and tenure-track/tenured faculty as their residential programs – as well as from the same pool of part-time and adjunct faculty teaching in-person.  If anything, I’ve seen online learning offer more opportunities for teaching gigs for all higher ed teachers.

Has anyone been able to count the number of instructional design and other non-faculty educator jobs that have been created by the growth of online education?  Quality online programs require a team approach to course development.  Faculty (subject matter experts) are paired with experts in learning design and technology.

The indirect impact of online learning on higher education employment may also be under-appreciated.  I’d like to see some national level data on the revenue impact of online programs on the budgets of non-profit institutions.  How much cross-subsidization of residential programs is occurring from online units?  How many higher ed jobs have been saved or created by profitable online units?

Where would one start in unpacking the higher education employment impact of online education?

Can we interest Michael Mandel and the Progressive Policy Institute in taking up this question?

Is this a question that WCET, OLC, EDUCAUSE, or the National Council for Online Education could answer?

When have you been wrong lately?

Source:

https://www.insidehighered.com/blogs/technology-and-learning/online-education-jobs-engine

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United Kingdom: Ofsted to investigate alternative education project near Bath

Noticias

United Kingdom/July 4, 2017/Source: http://www.itv.com

The education watchdog has told ITV News it will investigate an alternative learning project near Bath.

At The Green House Education Project there are no uniforms, text books or long days of learning. Children do fewer than 18 hours a week and its founders say it is not a school.

24 children aged between five and 14 are currently being taught at the fee-paying project which says it gives children a well-rounded start to their lives.

OFSTED however, is now examining whether it may breach official guidelines. Katie Rowlett has been to visit the Green House Education Project.

H-YURT_LEARNING_PKG.Consolidated.01.transfer http://www.itv.com/news/westcountry/2017-07-03/ofsted-to-investigate-alternative-education-project-near-bath/#

It was developed three years ago by two teachers who were disillusioned with the traditional school system.

We are a group of home-educating parents who decided to collectively create a space where our kids can learn and grow together. We don’t have to follow a strict curriculum which means that we can allow the kids to learn and grow at their own pace and follow their passions and develop at their own rates.

– Anna Robinson, Director of The Green House Education Project

children playing
The Green House Education Project is not a school according to the people who run it. Credit: ITV News

There are mentors for the children for guidance and the project prizes itself on having nature as the children’s first classroom; the mentors say this creates curiosity and inspires learning.

One parent says she has seen a difference in her child’s behaviour since attending to the Green House Education Project.

I’ve just noticed that she has come to life again. She has re-discovered her joy for learning. When I pick her up now she wants to talk about her day rather than when I used to pick her up she used to just say nothing, «I’ve done nothing.»

– Sarah Thomas, Parent

children singing
Credit: ITV News

The teaching methods here are not in line with the traditional education model and ITV News understands Ofsted is now investigating the project. Though its Directors say they welcome conversations with the education watchdog.

We are very happy to talk to Oftsed, we welcome that, we’d love to know if there are any grey areas, which Ofsted have said that there are grey areas. We’d love to have a conversation with them, we’d love to talk about what do they require from us. We’re very proud of what we’ve created and we’re really happy for them to see children happy and loving learning and I think they probably have the same passion at their core.

– Cindy Adams, Director of The Green House Education Project

children playing
Credit: ITV News

While it might be non-traditional, it appears popular. There is a waiting list to get one of the 24 places at the project and parents have been prepared to moved cities to access the education they think their child needs.

Source:

http://www.itv.com/news/westcountry/2017-07-03/ofsted-to-investigate-alternative-education-project-near-bath/

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