25th Issue of Multilingual Education E-Newsletter

MLE e-News: Issue 25 – 1 May  2017

The 25th  issue of Asia-Pacific MLE WG’s electronic newsletter has just already been sent out to MLE WG associates. The eNewsletter is a quarterly publication that highlights key activities, information and events and other relevant sources on MLE around the world. To SUBSCRIBE,   click here.

A Year of Achievements for EPR

The year 2014 continues to be no different – EPR worked hard to support education ministries plus produce a number of important regional meetings, workshops, studies and publications all of aimed at strengthening education systems from the region. Below is a reflection upon achievements and milestones over the past year for the entire Unit. All staff  been employed by tirelessly to produce these important functions. We thank them all for their incredible efforts.

 

Lastly, thank you, our readers!   May 2015 be a great year for any in our continued commitment to building up education development outcomes across our own region. Happy holidays and happy reading!

 

Looking Back on 2014

 

In 2014, the training Research and Foresight Team, along with UNESCO’s APPEAL Unit, was given the particular monumental task of organizing the particular Asia-Pacific Regional Education Conference (APREC) in cooperation with UNESCO’s companions (including the  Ministry of Schooling, Thailand, the Ministry of Schooling, Culture, Sports, Science and Technology, Japan, the Ministry of Schooling, Republic of Korea, and UNICEF).   APREC brought together thirty seven Member States and Associate Associate States, 10 United Nations  as well as other intergovernmental organizations, and 43 city society organizations, businesses,   nationwide institutes and centres  to discuss issues, challenges and priorities for education beyond 2015 on the basis of the nationwide EFA reviews and in light of emerging development challenges.   The particular Conference helped to develop regional recommendations (the “Bangkok Statement”) for the worldwide framework for action to be adopted at the World Education Forum in Incheon, the Republic of Korea, in 2015.

 

The job of the Policy and Planning Team has spread across a number of essential areas, only some of which we can squeeze into this article! In 2014, the plan and planning team in collaboration with the German Institute of  Worldwide Education Research (DIPF) and the Center for Research on Educational Examining (CRET)/  Bennesse Corporation, organized the first working group meeting  on Globalization and Education. This collaboration will assist you to create a long-term, 3–tiered strategy to determine challenges and risks of globalization, identify how education can effectively deliver the skills and competencies to deal with these challenges, and ultimately create an assessment framework to monitor plus evaluate the progress of learners. Stay tuned for follow up to this important work in 2015.

 

As a secretariat of ERI-net, the plan and planning team also caused the second phase of ERI-Net regional research on “transversal competencies” (also frequently referred as 21st century skills or even non-cognitive skills). In 2014, this particular involved a regional study centered on how education policy in this area is certainly interpreted and practiced at the school level.   To this end, ten countries and economies of the area are undertaking a country case study, although preliminary findings were shared from 2014 ERI-Net annual meeting, upon 26-28 November 2014, in Hangzhou, China, in collaboration with Zhejiang University and with support from Ministry of Education, Culture, Science plus Technology—Japan, Tokyo Institute of Technology and Korean Educational Development Institute (KEDI). Case studies from the ten education systems will be synthesized as being a regional study early in 2015.

 

In addition , the particular team also provided technical help and capacity building support towards the Myanmar Ministry of Education, within the framework of the Comprehensive Education Industry Review. The team conducted specialized training workshops for officials within the areas of decentralized education planning plus management as well as costing and plan simulation, and developed a customized EPSSim model of the Myanmar education system to enable the Ministry in order to assess the financial implications of various plan options for its costed National Schooling Sector Plan.

 

The particular policy and planning team completed the year by providing technical assistance within the development of a new Education Blueprint within the Kingdom of Bhutan, working carefully with the Ministry of Education. The training Blueprint, set to launch in December 2014, aims for a rapid and organized reform of the education system in Bhutan.

 

The particular EPR Unit’s Quality team furthermore had a particularly significant number of activities under its web in 2014. The Quality team, which coordinates the particular Network on Education Quality Checking in the Asia-Pacific (NEQMAP), organised a second annual meeting from 31 March –1 April 2014 in Bangkok, preceded by a second NEQMAP Guiding Group meeting on 14 March. The meetings focused on the debate and exchange of ideas around the implementation of network activities foreseen for the immediate future and past. In addition , NEQMAP successfully organized its first capacity development workshop, offering an “Introduction to Large-Scale Assessments of Learning” from 23-26 Sept in Bangkok. Attended by a lot more than 40 participants representing ministries of education, assessment/evaluation bodies from 16 countries in the Asia-Pacific region plus partner organizations, the workshop offered an excellent opportunity for participants not only to achieve further understanding of various assessments, their own implementation and effective use in plan formulation but also to benefit from energetic exchange of knowledge and experience of several countries and organization. In 2014, NEQMAP was also able to expand its membership circle to 28 users across 19 countries.

 

The Quality team also published a synthesis report on “Learning to live together” in early 2014. Carrying findings from ten countries within the Asia-Pacific, the report looks at exactly how education systems are promoting this particular concept to build more peaceful plus equitable societies. In addition , as a part of combined research project in collaboration with the Korean Women Development Institute (KWDI), a regional study was conducted to be able to explore various factors affecting girls’ and women’s career choice in STEM fields across 7 countries in the region. The synthesis report from the study is being finalized and due to be published early 2015.

 

Finally, in 2014, the particular EPR Unit’s TVET team centered on transversal/transferable skills development. Thus in July 2014, the regional research entitled  Transferable Skills in Technical and Vocational Education and Schooling (TVET): Policy Implications  was published. The study focused on the ways in which transferable/transversal skills are defined in procedures and curricula in 13 countries of the Asia-Pacific region. Based on nation reports from this study, the 3rd  issue of  TVET@Asia online magazine was published in June 2014. Looking forward, the second phase of the research upon transferable/transversal skills in TVET will look at pedagogies and assessment of transferable/transversal skills in seven countries of the region. The study is currently becoming conducted and is expected to be completed in the first half of 2015. In this framework, the TVET team has also created the  Asia-Pacific Education Policy Brief  which focuses on the skills needed to create well-rounded learners in the 21st century.

 

All in all, this legendary spread of conferences, workshops, research and publications reflect the fruitful efforts of the EPR Unit throughout a range of areas important to education growth in 2014. Looking forward, we are already excited and eager for 2015 as well as for all the exciting new projects plus follow up initiatives we’ll be involved in. As always, we look forward to sharing up-dates and news with all our visitors via Education  Policy Matters! E-Newsletters.

 


 

Created by  Education Policy and Change Unit

 


 

Related Links

 

•  Asia-Pacific Regional Education Conference (APREC)
•  Asia-Pacific Declaration on Education Beyond 2015 (Bangkok Statement)
•  Asia-Pacific Regional Schooling Conference (APREC) Final Report
•  Network on Education Quality Monitoring in the Asia-Pacific
•  ERI-Net annual meeting
•  Introduction to Large-Scale Assessments of Learning
•  Learning how to live together
•  Transferable Skills in Technical and Professional Education and Training: Policy Implications
•  Asia-Pacific Education Plan Brief
•  Education  Plan Matters! E-Newsletters.

Envisioning Alternative Futures of Education

As the Director from the Hawaii Research Center for Futures Studies, University of Hawaii with Manoa, Professor Dator emphasized that there was no way to make an accurate prediction of “the future”. Futures research is not merely about correctly forecasting the future; instead, it is about learning the varieties and sources of different “images of the futures”, which are expressions of beliefs, ideas, fears and expectations that people hold and express in regards to the futures.

 

After a comprehensive analysis of many images of the futures expressed in laws and regulations, government plus corporate documents, statements by political figures, public opinion polls, books plus essays, etc ., Professor Dator reached four generic images of the futures, or simply called four alternative futures. These four alternative futures can be called as “growth”, “collapse”, “discipline” and “transformation”.

 

The majority of all images of the futures are related to ” growth”, particularly ongoing economic growth. It appears that most nations would consider this to be the official see of the future of all governments and schooling systems: they aim to develop a society which keeps the economy growing plus changing forever, under the assumption that the society in the present form will keep grow in the manner that it presently will.

 

In recent years, “collapse” images of the futures are attaining some popularity as more people than usual worry about the unsustainable environment and economy. This can be a future with, for example , changed climatestar and sea-level, severely declined population, scarce water, food and natural resources, economies based on farming, fishing and hunting, plus absence of national borders and government authorities.

 

In order to avoid “collapse” and in recognition of the impossibility and undesirability of continued growth, many people share a “disciplined” images of the futures, in which people’s lives are governed simply by and “disciplined” around a set of basic values such as natural, spiritual or even cultural ones in pursuit of a deeper purpose in life than endless financial growth.

 

Your fourth alternative future is “transformation” where many technologies are converging quickly in such a way to transform the society, including humanity from its present form into a new post-human form. The one thing that people still do better than their machines in this future is to be imaginative plus creative.

 

Professor Dator emphasized that no single future could be regarded as the best or the worst. Each future makes very different assumptions about a number of driving forces; therefore , whenever stakeholders envision the futures of education, all the four alternative futures should be equally and fully regarded as and should avoid privileging one on the others. He also pointed out that concern of plausible alternative futures would be a necessary step that must be undertaken just before trying to move towards preferred social futures or preferred educational processes. Otherwise, a naïve preferred long term will be likely merely a response to current or past problems without getting ready to address actual problems and possibilities yet to come. Finally, in talking about futures of education, Professor Dator stated that he believed that schooling planning and policies should, as far as possible and appropriate, be guided by prior futures foresight routines.

 

For more information, please get in touch with Ushio Miura [u.miura(at)unesco.org] or Antony Tam [kh.tam(at)unesco.org] at the Education Policy plus Reform Unit.

 


 

Written by Antony Tam [kh.tam(at)unesco.org]

 


 

Related Links:

 

• SEAMEO Consultation and Workshop upon Post-2015 Education Scenarios and Post-EFA Education Agenda in Southeast Asia
• Alternative Futures at the Manoa School, Journal of Futures Studies, November 2009, 14(2): 1-18

23rd Issue of Multilingual Education E-Newsletter

MLE e-News: Issue 23 – 2 November  2016

The 23rd  issue of Asia MLE WG’s electronic newsletter has just been sent out to MLE WOHNGEMEINSCHAFT members. The eNewsletter is a quarterly publication that highlights key routines, news and events and other appropriate resources on MLE around the world. A subscription,   click here.

24th Issue of Multilingual Education E-Newsletter

MLE e-News: Issue twenty-four – 1 February  2017

The 24th  issue of Asia-Pacific MLE WG’s electronic newsletter has just been sent out to MLE WG members. The eNewsletter is a quarterly publication that illustrates key activities, news and occasions and other relevant resources on MLE around the world. To SUBSCRIBE,   click here.

OECD-UNESCO Review of Thai Education Policy Launched

Representatives from UNESCO and the OECD joined  Mom Luang  Pariyada Diskul,   Assistant Secretary to the Minister of Education and  Doctor Watanaporn Ra-ngubtook, Deputy  Secr etary-General of the  Office of the Education Council, and other high-level officials and stakeholders for a one-day seminar in Bangkok on one September 2016 to launch the particular review.

The particular review follows months of table research, field visits and selection interviews with stakeholders. and was completed at the request of the Office of the Education Council of Thailand. It is the first time that the OECD and UNESCO have joined forces to provide concerted education policy advice to a nation.

It covered four policy domains: curriculum; student evaluation; teachers and school leaders; and information and communication technology within education, identified key policy issues and challenges facing the Thailänder education system and provided recommendations for the government to consider in its reforms. The domains align with the renewed focus placed on quality and equity by Education 2030 agenda and, especially, Sustainable Development Goal 4.  

The preliminary results of the evaluation were presented by UNESCO Department for Policies and Lifelong Understanding Systems Director, David Atchoarena, plus OECD Senior Advisor of Global Relations for Education and Skills, Elizabeth Fordham. Ms Fordham had been part of the team that carried out the review with UNESCO and the national team.

Gwang-Jo Kim, Director of UNESCO Bangkok, the Asia-Pacific Regional Bureau with regard to Education, called the review “a substantial milestone in UNESCO’s longstanding cooperation with Thailand and our distributed commitment in advancing quality education. ”  

The particular review found that the success of Thailand’s education system will progressively depend on how well it uses the resources.

Ms Fordham noted that: “Thailand’s current investments in education have not led to the expected outcomes, as noticed on the PISA results, which were below those of neighbouring countries”.

Mr Atchoarena said Asia had ample opportunities to meet these types of challenges. “Thailand’s potential use of ICT to support students’ acquisition of 21st  centuries competencies and a revised curriculum that will corresponds to student assessments are among the major elements needed to accomplish the desired goals and keep pace with many of its neighbours in the Association of Southeast Asian Nations (ASEAN) Financial Community, ” he said.

Education Council Deputy Secretary-General Watanaporn Ra-ngubtook said: “The results of the review have prompted policy-makers and all stakeholders to reexamine issues related to the Thai training system, especially those relating to efficiency in education and how the Thai government can best provide college students with quality education, the best educators, coherent curriculum, and how we can many effectively harness ICT to reduce education inequality in the country. ”

Key recommendations

The review suggests:

•   establishing effective, efficient and clear curriculum review and revision processes, led by experts and well informed by research and data
•   developing common college student performance standards to guide assessments in any way levels of the education system.
•   establishing minimum criteria designed for entry into teacher preparation in consultation with pre-service programme suppliers.
•   prioritising expense in ICT infrastructure and connectivity in remote areas to ensure equity of access.

The UNESCO Division for Policies and Lifelong Learning Systems is advertising education policy reviews among Member States during the current biennium. Along with Thailand, UNESCO has carried out these types of reviews in Albania, Guatemala, Malaysia, Peru, St Kitts and Nevis, and Zambia, and they are currently underway in the Bahamas and Sudan.

For more information,   please get in touch with UNESCO Asia Pacific, Chief associated with Section for Inclusive Quality Education and learning, Maki Hayashikawa [m.hayashikawa(at)unesco.org];   HQ Chief of Education Policy, Francesc Pedró [f.pedro(at)unesco.org]; or even OECD Education Directorate, Elizabeth Fordham [elizabeth.fordham(at)oecd.org].



Related Links:

•    Education in Thailand: An OECD-UNESCO Perspective;   Reviews of National Policies for Education

• Education 2030 agenda

• Sustainable Development Goal 4

• The Organisation to get Economic Co-operation and Development (OECD)

• The Office from the Education Council (OEC), Ministry of Education, Thailand 

•   News of OEC website (2 September 2016): OEC Structured Press Conference on UNESCO-OECD Plan Recommendations for Education in  Thailand

• News of OEC website (1 September 2016): OEC in cooperation with UNESCO-OECD Displayed Policy Recommendations for Education  in  Asia

•   Information on OEC website (31 August 2016): UNESCO-OEC preparation meeting for that Launch of the Joint OECD- UNESCO Education Policy Review of Thailand

•   News on OEC website (29  August 2016): Consultation Meeting at OEC on  UNESCO-OECD  Education Policy Review of Thailand

22nd Issue of Multilingual Education E-Newsletter

MLE e-News: Issue 22 – 11 July 2016

The 21st  issue of Asian countries MLE WG’s electronic newsletter just been sent out to MLE WOHNGEMEINSCHAFT members. The eNewsletter is a quarterly publication that highlights key routines, news and events and other relevant resources on MLE around the world. To SUBSCRIBE,   click here.

Local Training on Gender Assessment in Teacher Education in Asia, Might 2016, Bangkok, Thailand

Sex equality remains at the heart of development in all sectors. The Sustainable Advancement Goals have a specific goal on gender to promote gender equality and empower all women and girls. The training related SDG also direct one of its targets to eliminate gender disparities within education and ensure equal access to all of levels of education and vocational working out for the vulnerable, including persons with disabilities, indigenous peoples and kids in vulnerable situations by 2030 (target 4. 5)