jbtbmbrlls – Page 2 – Network on Education Quality Monitoring in the Asia-Pacific

Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n

Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};

\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":true,"total_page":2},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"}; \n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2967","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2879,"post_author":"1","post_date":"2020-08-31 11:00:37","post_date_gmt":"2020-08-31 04:00:37","post_content":"\n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2967","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2879,"post_author":"1","post_date":"2020-08-31 11:00:37","post_date_gmt":"2020-08-31 04:00:37","post_content":"\n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2967","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2879,"post_author":"1","post_date":"2020-08-31 11:00:37","post_date_gmt":"2020-08-31 04:00:37","post_content":"\n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2967","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2879,"post_author":"1","post_date":"2020-08-31 11:00:37","post_date_gmt":"2020-08-31 04:00:37","post_content":"\n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2967","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2879,"post_author":"1","post_date":"2020-08-31 11:00:37","post_date_gmt":"2020-08-31 04:00:37","post_content":"\n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2967","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2879,"post_author":"1","post_date":"2020-08-31 11:00:37","post_date_gmt":"2020-08-31 04:00:37","post_content":"\n
Join UNESCO for an online workshop series on how to transform society through learning<\/strong> with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in the framework of the new programme ESD for 2030<\/a><\/strong> and will lay the ground for the UNESCO World Conference on ESD,<\/a><\/strong> taking place on 17-19 May 2021, in Berlin, Germany.

The series of online workshops is organized in cooperation with the Federal Ministry of Education and Research of Germany, and with the German Commission for UNESCO as advisory partner <\/p>\n\n\n\n
Objectives: <\/strong><\/p>\n\n\n\n
To share the key reflections from the pandemic on redesigning a more sustainable and just world beyond Covid-19;<\/li>
To discuss ways to harness the transformative power of ESD based on the reflections and support the implementation of the ESD for 2030 framework in the next decade.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Dates:<\/strong>
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n

$\"\"$
The first online workshop to kick start the series will take place on Wed 9 September 2020, 12:30-13:30 GMT+2<\/figcaption><\/figure> \n\n\n\n
The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n
Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n
Working languages<\/strong>
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
Technical specifications<\/strong>
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n \n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Figure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\n
Figure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3103","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2967,"post_author":"1","post_date":"2020-09-14 18:28:39","post_date_gmt":"2020-09-14 11:28:39","post_content":"\n
$\"\"$ <\/figure><\/center>\n\n\n\n
UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation on Developing Curriculum and Assessment Systems for 21st Century Skills with assessment and curriculum experts and stakeholders from Indonesia and Thailand working on similar challenges. The consultation aimed at strengthening education stakeholders and policy makers to better understand the competency-based frameworks for large-scale assessments, while also referencing issues in curricula and how to better prepare and support teachers for implementing these frameworks in the classrooms.<\/p>\n\n\n\n
The dialogue was arranged through an online platform (webinar) on Thursday 10 September 2020 from 08:30-11:00h Bangkok Time (GMT+7). This webinar looked at two dimensions of the competency-based frameworks, in particular the 21st Century Skills, first through the analysis and development of curricula and second through the integration of them in learning assessments. Both sessions brought in experts in the area of the 21st Century Skills to also share their technical guidance and feedback to the national cases from Thailand and Indonesia. <\/p>\n\n\n\n
Link to webinar:<\/strong> Developing Curriculum and Assessement Systems for 21st Century Skills: country cases in Indonesia and Thailand<\/a><\/p>\n\n\n\n
Meeting materials: <\/strong><\/p>\n\n\n\n
Concept Note & Programme Agenda<\/strong><\/a><\/li>
Speaker Bios:<\/strong> Experts<\/a> and Country Speakers<\/a><\/li>
Power Point Presentations: <\/strong>Developing Competency-based Curriculum in Hong Kong<\/a> by Prof. Catherine Chan, Professor of Practice, Faculty of Education, University of Hong Kong, Hong Kong SAR, China<\/li>
Competency-based Curriculum Process in Thailand<\/a> by Dr. Rattana Sangbuaphuen, Director of Academic Affairs and Educational Standards Bureau, Office of Basic Education Commission (OBEC), Ministry of Education, Thailand <\/li>
Building Competency-based Assessments<\/a> by Dr. Esther Care, Professorial Fellow, University of Melbourne, Australia<\/li>
Curriculum Learning and Assessment Reform in Indonesia<\/a> by Dr. Rahmawati, Researcher & Dr. Susanti Sufyadi, Policy Analyst, Center for Assessment and Learning, Ministry of Education and Culture, Indonesia<\/li><\/ol><\/li><\/ol>\n \n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Figure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3122","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3103,"post_author":"1","post_date":"2020-10-07 15:55:36","post_date_gmt":"2020-10-07 08:55:36","post_content":"\n
Fuelled by advanced technology and economies, today\u2019s\nworld is rapidly changing. Skills such as critical thinking, creativity,\ncollaboration, communication, and information technology literacy are in high\ndemand. But how are countries integrating these skills and competencies into\npractice? Two examples from Thailand and Indonesia were presented at a recent webinar\norganised by UNICEF\nEast Asia & Pacific Regional Office (EAPRO) in collaboration with UNESCO\u2019s\nNetwork on Education Quality Monitoring in the Asia-Pacific (NEQMAP) on Developing Curriculum and Assessment Systems for 21^{st<\/sup>\nCentury Skills<\/a>, on 10^{th<\/sup> of September 2020. <\/p>\n\n\n\n}}
The webinar brought together education stakeholders\nand policy makers from both countries to strengthen their understanding of\ncompetency-based frameworks across curriculum and assessments. Education\nexperts from Hong Kong, SAR China and Australia also shared their views and\nexperiences. Questions raised in the discussion included how to best develop curriculum\nand assessment frameworks to promote 21^{st<\/sup> Century Skills, how to\nintegrate these frameworks into practice, and what are the remaining gaps that\ncountries need to address. <\/strong><\/p>\n\n\n\n}
$\"\"$ <\/figure><\/figure><\/figure><\/figure> <\/center>\n\n\n\nFigure 1:<\/strong> Conceptual frameworks from Hong Kong<\/a>, Indonesia<\/a>, and Thailand<\/a>'s presentations <\/em><\/p>\n\n\n\n
Alignment of\ncompetency-based learning, from curriculum to teaching and assessment <\/strong><\/p>\n\n\n\n
\u201cCurriculum and assessment\ncannot be separated.<\/em> The alignment of all three learning components is\nkey.\u201d <\/em>Dr. Esther Care, Professorial Fellow at the University of Melbourne,\nAustralia stated. From\nthe design of competency-based curriculum, education policy makers need to\nconsider well-planned strategy for integration, which includes the alignment of\nall learning components (curriculum, pedagogy and assessment) in the system as\na whole. <\/p>\n\n\n\n
To\nthis point, the design of the competency framework is key, and needs to be\nconnected to each learning component. The experience of Hong Kong\u2019s education\nreform is a good example. Dr. Catherine Chan, Professor of Practice\nat Hong Kong University, from Hong Kong SAR China reflected that, \u201chaving\nwell defined selected skills and (to) be able to put them in a bigger\nconceptual map means they (the skills and competencies) are connected.\u201d <\/em>A clear conceptual map of the skills and\ncompetencies allows for easier alignment and integration across textbooks,\nlearning and teaching materials. <\/p>\n\n\n\n
The connection between the desired competencies and learning\nassessment must also be clear. Education stakeholders should also take into\naccount what to measure. For example, before the current reform process in\nIndonesia, assessments were highly focused on subject-based knowledge that\nevaluate cognitive aspects (i.e. literacy and numeracy foundational skills). The\nnew shift, however, is to broaden the focus and include non-cognitive learning\noutcomes as well as assessment on the school climate. This covers the areas of\nschool safety, as well as teaching and learning quality, such as how teachers\nengage with students\u2019 needs and the disciplinary climate. In this way, schools\naim to evaluate more holistically student-learning outcomes and encourage more\npositive learning outcomes. <\/p>\n\n\n\n
The challenge for many countries when defining the selected skills and competencies is communicating and educating teachers on how to utilize them in teaching and learning. \u201cMisalignment between curriculum reform and assessment will result in teachers\u2019 struggle,\u201d<\/em> noted Dr. Phil Lambert, education consultant from Australia. Countries need to be prepared to build teacher\u2019s capacity and strengthen pedagogical approaches alongside the development of the competency-based learning framework so that teachers are able to adapt their teaching skills accordingly. <\/p>\n\n\n\n
Clear vision\nin the design of competency-based frameworks<\/strong><\/p>\n\n\n\n
There\nis no \u2018one-sized fits all\u2019 model in educational reforms. Countries will need to\ncontextualise and frame the competency-based learning needs to their national\npriorities. However, the common lesson from the examples in Hong Kong,\nThailand, and Indonesia is the need for a\nclear vision starting from the design of long-term planning strategy and\nprioritising specific and selected key competencies that are connected and\naligned through all of the learning elements. <\/p>\n\n\n\n
\u201c\u2026Countries\nseem to try to cover all skills as seen important in education systems. This\napproach can be quite overwhelming. A more sustainable approach is recommended,\ncountries can focus on one or two skills to begin with, then develop and scale\nup horizontally across all key learning areas\u2026\u201d \u2013 Dr. Claire Scoular, Senior\nResearch Fellow at the Australian Council for Educational Research, Australia. <\/em><\/p>\n\n\n\n
Since education reform is about transforming structure, it cannot happen overnight. It needs a clear vision and long-term strategy to ensure competency-based learning is gradually and systematically integrated across the education system.\u00a0 As such, countries and their education systems will become more resilient to embrace the rapid changes and be able to equip their learners\u2019 readiness for the 21^{st<\/sup> century\u2019s demand. <\/p>\n\n\n\n}
Written by:<\/strong> NEQMAP Secretariat<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>. <\/em><\/p>\n \n
Click here to register<\/a><\/strong><\/p>\n \n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3205","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3122,"post_author":"1","post_date":"2020-10-09 12:10:21","post_date_gmt":"2020-10-09 05:10:21","post_content":"\n
$\"\"$ <\/figure> <\/center>\n\n\n\n
Teaching and Learning Educators\u2019 Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO\u2019s International Institute for Educational Planning Learning (IIEP) Portal. The objective of the learning series is to increase participants\u2019 knowledge on key concepts related to teaching and assessing 21st Century skills and share experiences to gather additional promising practices for the integration of 21st Century skills in the curriculum, pedagogy and assessment, and policy and planning cycles. The learning series is funded through the Global Partnership for Education's Assessment for Learning (A4L) Initiative. <\/p>\n\n\n\n
Starting 22 October, participate in the Teaching and Learning Educators\u2019 Network for Transformation (TALENT)<\/a><\/strong> online learning series hosted by the IIEP Learning Portal<\/strong>. <\/a>This series is a unique opportunity to learn with experts from around the world on planning, teaching, and assessing 21st Century skills, and participate in discussions with other education decision-makers!<\/p>\n\n\n\n
Session #1: An introduction to 21st Century Skills<\/strong>
Date: 22 October 2020 (11am CEST)<\/strong><\/li>
This session will explore the nature of 21st Century skills, identify how they can contribute to better learning outcomes, and discuss what it is about these skills that requires special attention to their integration.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #2: Pedagogical Practices and Assessment<\/strong>
Date: 5 November 2020<\/strong> (11am CET) <\/strong><\/li>
This session will explore the implications of including 21st Century skills learning goals into teaching and assessment.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Session #3: Policies and Planning<\/strong>
Date: 19 November 2020<\/strong> (11am CET)<\/strong><\/li>
This session will explore the gaps between the inclusion of 21st Century skills in education plans and policies and the lack of integration in education sector implementation plans.<\/li><\/ul>\n\n\n\n
Click here to register<\/a><\/strong><\/p>\n \n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
Register here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n
\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3260","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3205,"post_author":"1","post_date":"2020-11-09 09:00:00","post_date_gmt":"2020-11-09 02:00:00","post_content":"\n
$\"\"$ <\/figure>\n\n\n\n
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21^{st<\/sup> Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today\u2019s complex challenges and needs. The efforts in integrating these skills and competencies in education systems have not been easy, as issues such as the pursuit of academic achievement, high-stakes exams and students and schools ranking are still the norm in this region.<\/p>\n\n\n\n}
On 11th of September 2020, UNICEF East Asia & Pacific Regional Office (EAPRO) and UNESCO Bangkok\u2019s Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) jointly hosted a dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills<\/a>, where Indonesia, Thailand and Hong Kong (SAR China) shared their country experiences and efforts in integrating competency-based learning into their education systems. The implications on learning assessments was identified as one of the key components that education policy makers should take into account in the design of the competency-based education.<\/p>\n\n\n\n
Measuring Competency-based Learning with Competency-based Assessments<\/strong><\/p>\n\n\n\n
Starting from the design of competency-based learning in the curriculum, competency-based assessments should be considered as an integral part in the planning to reflect the key competencies and learning outcomes. Thailand has started to introduce the competency-based curriculum frameworks and is now in its planning stage to explore further the assessment component. While in Indonesia, the effort was made to reform the national examination in order to measure both learner\u2019s cognitive skills and non-cognitive skills.<\/p>\n\n\n\n
In Hong Kong (SAR China), the shift was made in its public examination from norm-referenced to standards-referenced. The norm referenced examination compared an individual\u2019s skills status to others, while the new standard-referenced examination assesses students\u2019 competencies based on broad descriptors and criteria, such as self-study and collaboration skills, problem-solving and critical thinking skills, done through project-based assignments and written tests.<\/p>\n\n\n\n
Using Assessment Data for Pedagogy<\/strong><\/p>\n\n\n\n
The integration of competency-based learning at the policy level should also be practical and make sense at the classroom level. Hence, teachers and teaching approaches should be looked at as the third element in alignment following the curriculum and assessment components. The use of the assessment data should provide feedback at both policies and classroom practice. Learning assessment results should also be a springboard for school and teacher capacity building. By reflecting on their students\u2019 learning outcomes, schools and teachers can improve their pedagogical approaches to align with the learning objectives.<\/p>\n\n\n\n
As an example, Hong Kong (SAR China) has promoted various approaches, based on assessment results, for school and teacher capacity building such as disseminating teachers\u2019 guides and executing experienced teachers\u2019 secondment for school-based support. These have solidified teachers\u2019 awareness of competency-based learning and equipping them with appropriate pedagogical strategies for competencies development.<\/p>\n\n\n\n
Sustainable Approach<\/strong>es for competency-based learning<\/strong> and assessment<\/strong><\/strong><\/p>\n\n\n\n
One recommendation is, countries can and should consider establishing a core technical team in the Ministry of Education that takes central accountability for advancing a country's competency-based education agenda. The technical team can start by careful planning to prioritise and identify selected competencies and skills. Countries can also designate separate divisions in policy and planning, curriculum development, pedagogy, and assessment and evaluation to monitor and ensure alignment of all learning components when integrating competency-based frameworks in education systems. In addition, countries are recommended to review their assessment systems and obtain feedback for taking action, such as revising assessment approaches that integrate the competency-based assessment frameworks.<\/p>\n\n\n\n
To help countries integrate 21^{st<\/sup> century skills and competency-based approaches into their education systems, NEQMAP is offering an}online learning course<\/a> in collaboration with the Australian Council for Educational Research and the Centre for Global Education Monitoring (ACER-GEM)<\/a>. The overarching goal is not only to assist countries to ensure alignment all of the learning components, but to ensure that competency-based learning provides \u2018relevant learning outcomes\u2019.<\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n\n\n\n
Written by:\u00a0<\/strong>InJung Cho<\/p>\n\n\n\n
Main Photo Credit<\/strong>: Pixabay<\/p>\n

\n
Register here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n
\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3285","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3260,"post_author":"1","post_date":"2020-11-17 11:39:18","post_date_gmt":"2020-11-17 04:39:18","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of \u00ab Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment \u00bb. The webinar is organised by NORRAG and facilitated by the UNESCO Regional Bureau for Education in Bangkok, KIX EAP strategic partner. The webinar will be conducted in English with interpretation into Arabic and Russian.<\/p>\n\n\n\n
Trends in education reform efforts across Asia and Pacific demonstrate a drive to adapt education systems to meet today\u2019s demands for \u201821st century\u2019 skills or competencies (inclusive of knowledge, skills, attitudes and values). As a result, countries worldwide are reviewing and revising their learning goals, and these learning goals are no longer focused on knowledge alone \u2013 they also examine how we use knowledge and build knowledge.<\/p>\n\n\n\n
As part of the KIX EAP Webinar series, the UNESCO Regional Bureau for Education in Bangkok and the NEQMAP Secretariat are pleased to share some concrete examples of how this shift in learning goals is being met by different countries. It is an opportunity for countries and education stakeholders to share their experiences and to learn about promising practices that can strengthen the implementation of competency-based learning frameworks.<\/p>\n\n\n\n
Webinar outline<\/strong><\/p>\n\n\n\n
Strengthening alignment of competency-based learning \u2013 experiences from Afghanistan and Vietnam (Moderator Mark Manns, UNESCO Bangkok\/NEQMAP)<\/li>
Learning frameworks in South Asia \u2013 examples from Bangladesh and Bhutan (Moderator Moderator: Frank Van Cappelle, UNICEF ROSA)<\/li>
Synopsis Coherence and structural responses to shifts in learning goals and pedagogy, assessment, curriculum (Professor Esther Care, University of Melbourne)<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Date and time:<\/strong> 25 November \u2013 9:00 AM \u2013 10:30 AM (CET\/Geneva)<\/p>\n\n\n\n
Eligibility<\/strong><\/p>\n\n\n\n
Anyone is eligible to participate. The webinar is particularly aimed at policy makers, education stakeholders, officials, teachers, and academic researchers. To be able to access the webinar, you need to register in advance.<\/p>\n\n\n\n
Speakers and Moderators<\/strong>: click <\/strong><\/a>for full bios<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\nRegister here.<\/strong><\/a> For more information, please click. <\/strong><\/a><\/p>\n

\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n \n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n \n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n \n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n \n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n \n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3770","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3285,"post_author":"1","post_date":"2020-11-19 17:01:41","post_date_gmt":"2020-11-19 10:01:41","post_content":"\n
$\"\"$ <\/figure><\/div>\n\n\n\n
We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening <\/strong>taking place on Tuesday, 24 November 2020 from 15:00 to 16:30<\/strong> (Paris time, GMT+1). <\/p>\n\n\n\n
The joint UNICEF-UNESCO-World Bank webinar series is organized around the Framework for reopening of schools<\/em><\/a> and its latest Supplement<\/a>,<\/em> as part of the Global Education Coalition on COVID-19 efforts to support governments in strengthening distance learning and facilitating the reopening of schools.<\/p>\n\n\n\n
The ninth webinar will focus on learning assessments in the process of reopening schools, taking a closer look at diverse experiences in assessing students\u2019 potential learning loss as they return to school. In a recent survey by UNESCO, UNICEF and the World Bank, at least three quarters of countries reported having assessed or planning to assess students upon reopening following long periods of closures. Following on the results from that survey, this will be an opportunity to listen to countries around the world that are planning or already implementing different learning assessment strategies (including classroom assessment, large-scale assessment, and examinations) as part of their school reopening process.<\/p>\n\n\n\n
More information about the webinar, including the agenda, is available in the attached concept note<\/a>.  <\/p>\n\n\n\n
To join the webinar please use the following link (max. 500 attendees and English-French-Spanish interpretation available):  https:\/\/unesco-org.zoom.us\/webinar\/register\/WN_2AS9eSsxQ9WwWeOmCd8wVA<\/a> <\/p>\n\n\n\n
Information about this and upcoming webinars of the joint series on the reopening of schools, including recordings, reports and presentations, can be found here: https:\/\/en.unesco.org\/news\/joint-unesco-unicef-world-bank-webinar-series-reopening-schools<\/a> <\/p>\n
\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
$\"\"$ <\/figure><\/li> $\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3940","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3770,"post_author":"1","post_date":"2021-01-14 10:08:43","post_date_gmt":"2021-01-14 03:08:43","post_content":"\n
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP\u2019s 2020 Annual Meeting, \u2018Challenges in Monitoring Quality Education in Emergencies\u2019 <\/a>was held online 9-10 December 2020. Over 60 participants from 27 countries exchanged information on their challenges and achievements in 2020, as well as discussing how the Network can move forward in 2021.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/li>
$\"\"$ <\/figure><\/li><\/ul><\/figure>\n\n\n\n
Shift to online and remote learning<\/strong><\/p>\n\n\n\n
Over the two days, members shared their main challenges and responses to the educational disruption in 2020. Many highlighted the challenges and opportunities of shifting to online learning platforms, while others noted the challenge of providing quality learning and holistic education through both cognitive and non-cognitive skills in order to address any learning loss or learning gaps. The shift to online modalities though is both a technical challenge (i.e. access to internet, data services, etc.), as well as a human capability challenge. Many members noted that teachers\u2019 capacity to deliver online teaching has hindered students\u2019 distance learning, primarily due to teachers\u2019 need to obtain new skills to deliver quality content and feedback.<\/p>\n\n\n\n
One example of how NEQMAP members are shifting to technology was shared by Nimisha Kapoor from the Annual Status of Education Research (ASER) Centre India. ASER has adapted its citizen-led survey to a phone-based format because of the pandemic. The 2020 survey focused on the provision of access and the engagement of students to different types of remote learning opportunities and indicated that 74.2 percent of all schools surveyed relied on WhatsApp to share learning materials and resources with students or their parents. This significant use of mobile technology was partly due to the pandemic, but most likely to the doubling of smartphone access, from 36.5 percent in 2018 to 61.8 percent in 2020.<\/p>\n\n\n\n
Another example of the move to online learning during the pandemic was in Samoa, where the country recognized the opportunity to developing ICT based education and developed multimodal learning strategies by utilizing various online platforms (e.g. Moodle, Zoom) and e-resources (e.g. video clips, podcasts) to provide quality learning. \u2018We are grateful for the virus because it helped the engagement of the teachers and students to use online resources,\u2019 Dr Karoline Afamasaga-Fuata'i, Chief Executive Office of Ministry of Education Sport and Culture, Samoa stated.<\/p>\n\n\n\n
Finally, members pointed out the challenge that many countries have had in assessing learning during the pandemic. Many countries postponed, rescheduled or shifted to online modes of assessments or examinations. Each of these provided unique challenges, from inadequate curriculum implementation, reliability and validity. In addition, formative assessment became a challenge with many teachers\u2019 unable to gauge the development of students accurately based on the new online\/remote realities.<\/p>\n\n\n\n
Highlights from NEQMAP 2020 activities <\/strong><\/p>\n\n\n\n
The year provided challenges for NEQMAP to carry out capacity building and research activities. However, NEQMAP itself adapted to the online modality, rolling out its first online course for its members. The NEQMAP-ACER online course on Integrating 21^{st<\/sup> Century Skills was a 3-week online training, where 17 participant countries in the Asia-Pacific reviewed their existing education systems and recognized how to embed 21^{st<\/sup> century skills. During the annual meeting, Malaysia shared how they recognized the need to highlight the 4Cs (i.e. creativity, critical thinking, collaboration, communication) and 1V (e.g. values and ethics) across all subjects. In addition, Brunei Darussalam\u2019s shared their future plan to define the 21^{st<\/sup> century skills and integrate the skills in mathematics and English.<\/p>\n\n\n\n}}}
With regard to NEQMAP research and analysis activities, the network had finalised and published a research project, in collaboration with Dr. Esther Sui Chu Ho from the Chinese University of Hong Kong, 'Large-Scale Learning Assessment in Asia-Pacific: A Mapping of Country Policies and Practices'<\/a> to highlight the regional trends in learning assessment systems. And, two Thematic Reviews were also carried out and published, one on large-scale learning assessments (LSLA)<\/a> and the other on school-based assessments (SBA)<\/a> to explore how education systems and countries in the Asia-Pacific region responded and monitored the learning outcomes in time of crises and emergencies.<\/p>\n\n\n\n
What to look forward to in 2021<\/strong><\/p>\n\n\n\n
The success of the online training course provides an opportunity for NEQMAP to continue its capacity building under the new modality. In addition, the lockdowns and threat of learning loss and learning gaps provides opportunities for NEQMAP to strengthen its research into learning outcomes. One of the big questions that our members were left with at the end of the meeting however was how do we balance both long-term goals (i.e. SDG4-Education 2020) as well as respond to the current and immediate challenges? <\/p>\n\n\n\n
As a collaborative network, and part of our vision, NEQMAP is well placed to support our members and countries in Asia-Pacific on both fronts. Over its first 7 years, NEQMAP has hosted an annual in-person meeting for members to come together to share and learn from each other. With the challenges in 2020, this of course was not possible. However, the 2020 annual meeting highlighted the strength of the Network, which is the ability to gather education stakeholders from across the region to share knowledge and to learn from each other. This reinforces the importance that NEQMAP has as a network, and that the connections we have made over the years still enabled us to meaningfully connect during this challenging 2020, and to carry our work forward into 2021.<\/p>\n\n\n\n
Written by:<\/strong> NEQMAP Secretariat <\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) welcomes and encourages countries in the region to showcase their national practices and experiences in integrating and developing their curriculum and assessment systems for the 21^{st<\/sup> Century Skills. Should your country or institute wish to engage more with the Network, please do not hesitate to get in touch with the NEQMAP Secretariat at <\/em>}neqmap@unesco.org<\/em><\/a>.<\/em><\/p>\n \n
<\/p>\n \n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n
\n
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n
\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n
\n
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n
\n
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n
\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4179","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3940,"post_author":"1","post_date":"2021-01-25 11:52:14","post_date_gmt":"2021-01-25 04:52:14","post_content":"\n
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) <\/a>which called for a more balanced system of formative and summative assessments that assesses student learning against national learning standards. The 2016 NESP identified the urgent need for the development and implementation of a comprehensive national assessment policy for basic education, which had not existed until then. To follow through on the promise of the 2016 NESP, stakeholders in the country have spent the past two years developing Myanmar\u2019s National Assessment Policy (NAP)<\/a> and National Assessment Guidelines (NAG)<\/a> through participatory and bottom-up approaches. These approaches are crucial for the development, implementation, and ultimately the success of these policies.<\/p>\n\n\n\n

$\"\"$
Launching Ceremony of National Assessment Policy for Basic Education in Maynmar, 27th September 2019<\/figcaption><\/figure> \n\n\n\n
What are NAP and NAG?<\/strong><\/p>\n\n\n\n
The NAP provides a basis for assessment of kindergarten, primary, middle, and high school students in all public schools, recognised private, monastic, and non-state\/non-government schools that implement the Basic Education curriculum. The policy focuses on student-centered learning approach, skill-based learning, soft (21^{st<\/sup> century) skills, formative assessment, and summative assessment as tools to improve learning and remedial teaching.<\/p>\n\n\n\n}
To compliment the NAP, the NAG was developed to serve as a bridge between policies and the details of assessment practices. The NAG has been developed to reflect best practices including a learner-centered approach which emphasizes the acquisition of knowledge, skills, and competences; a teaching delivery approach which ensures that all lessons have introductory, exploratory and application parts; and assessments that demonstrate to what extent learning outcomes are met and which inform learning.<\/p>\n\n\n\n
Participatory and consultative policy development<\/strong><\/strong><\/p>\n\n\n\n
A participatory approach was used to develop these policies and ensured the commitment and participation of key stakeholders from teachers, parents, students, and other assessment stakeholders right up to decision makers. Under the coordination of the Department of Myanmar Examinations (DME), a working group comprised of national education and policy stakeholders and international education experts (from the Asian Development Bank, the UK Department for International Development, Japan International Cooperation Agency, UNESCO, and UNICEF) was tasked with the development of the NAP.<\/p>\n\n\n\n
To develop the NAP, the DME organized a broad consultative workshop in May 2019 that brought together over 200 participants from all over the country and from development partner organizations. During the consultative workshop, participants made comments the exclusion of non-formal education in the NAP draft, the use of school completion assessment, accountability of educators, grade promotion and retention, certification, and supplementary examination for matriculation. The National Education Policy Commission, National Curriculum Committee and National Accreditation and Quality Assurance Committee provided further inputs to the draft, which the working group used to produce the final NAP document.<\/p>\n\n\n\n
The NAG which was developed to serve as a bridge between the policies in the NAP and the details of assessment practices and followed the same consultative process as that of the NAP, with several workshops held in-person and online between February and July 2020. The final version was approved at the end of July 2020.<\/p>\n\n\n\n
Challenges and lessons learned.<\/strong><\/p>\n\n\n\n
The development of the NAG and the implementation of the NAP faced several challenges. First, due to the COVID-19 pandemic, Myanmar had to call off large in-person consultative workshops in favor of very small group meetings and virtual meetings. Secondly, the successful implementation of the policy called for the training of teachers and school heads in the policy and guidelines and with the restrictions posed by the pandemic, Myanmar had to quickly develop, publish and\/or distribute, pamphlets, white paper series, web-based and social media-based materials to ensure better dissemination. Finally, the development of the policy was a collaboration between international experts and local stakeholders, and this meant that the policy document was written in English and later translated into Burmese. Although the translation was crucial to ensure local stakeholder participation, it posed a challenge as the translators were not subject matter experts and were not very skilled in both languages and this led to translation errors and altering of the meanings of some sentences. <\/p>\n\n\n\n
Myanmar\u2019s approach to the development and implementation has shown that it is important to employ consultative approaches when developing\/implementing national assessment policies. This ensures strong engagement and commitment from stakeholders on the policy issues and builds strong support for the implementation of the policy. Through this participatory approach, Myanmar has succeeded to develop and implementing a comprehensive national education policy which guarantees inclusive and equitable quality education.<\/p>\n\n\n\n
Written by: <\/strong>Aung Htike, the Department of Myanmar Examinations (DME), Ministry of Education, Myanmar and Paul Nde Timah, Quality of Education Team\/ Section for Inclusive Quality Education, UNESCO Bangkok <\/p>\n\n\n\n
Main photo credit: <\/strong>The Educational Information Department, Ministry of Education, Myanmar <\/p>\n\n\n\n
<\/p>\n
\n
<\/p>\n \n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n
\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3884","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4179,"post_author":"1","post_date":"2021-02-24 09:23:15","post_date_gmt":"2021-02-24 02:23:15","post_content":"\n
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what \u2018skills\u2019 our youth need for them to adapt to these changes. These skills are commonly known as \u201821^{st<\/sup> century skills\u2019, and include frameworks such as OECD\u2019s transferable skills, UNESCO\u2019s transversal competencies, and UNICEF\u2019s life skills. To better prepare its young Thai learners to meet the global challenges and the demands of the 21^{st<\/sup> Century, the Ministry of Education\u2019s (MoE) Office of the Basic Education Commission (OBEC) has initiated a project called \u2018Skills Framework Development for Basic Education\u2019 in partnership with UNICEF and the Faculty of Education, Kasetsart University.<\/p>\n\n\n\n}}
In Thailand, \u2018Life skills\u2019 have in fact long been introduced in the country\u2019s core curriculum since 2001 as one of the key skills and competencies necessary for Thai learners to acquire along with the foundational skills. In 2008, the life skills have become more pronounced when OBEC in collaboration with UNICEF and Right to Play Thailand had developed \u2018Life Skills Framework in Education, and later on \u2018Life Skills: the 21^{st<\/sup> Century Teacher Manual in 2017.<\/p>\n\n\n\n}
In addition to the Life Skills Framework and the Teacher Manual, the Thai National Strategy (2018-2037) and the National Education Standards were developed in 2018 to serve as frameworks for the national education plan. These policies centred around the 5 core competencies of i) communication capacity, ii) thinking capacity, iii) problem-solving capacity, iv) capacity for applying life skills, and v) capacity for technological application.<\/p>\n\n\n\n
The current skills framework project was initiated to strengthen all of these, and to put more emphasis in preparing learners with essentials skills and competencies that are relevant for today\u2019s workforce. Based on surveys with teachers, learners and stakeholders, participatory workshops and policy reviews, the skills framework project found the need for Thai learners to strengthen thinking skills,<\/em> including critical and creative thinking, and digital literacy skills<\/em>. These skills share common traits of the other global 21^{st<\/sup> century skills frameworks with the emphasis on critical thinking, innovation, adaptability and digital skills.<\/p>\n\n\n\n}
The project has identified five components of essential skills that are vital for Thai learners\u2019 today which include i) skills in future-oriented learning<\/strong>, such as decision-making and creative thinking skills, ii) skills in managing self<\/strong>, such social and emotional learning skills, iii) skills in living with others<\/strong>, such as communication and collaboration, iv) skills in creating a happy life<\/strong>, such as respect for diversity and resiliency, and v) skills in living with nature<\/strong>, such as sustainability and conservation skills. This draft skills framework is currently awaiting approval from the government.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
<\/strong>Figure: <\/strong>Draft Skills Framework in Basic Education as of February 2020<\/em><\/p>\n\n\n\n
The project is now developing tools for assessing these skills and competencies in line with the national competency-based curriculum, as well as examining and testing the tools on an e-platform for the digital learning of teachers. And prior to final roll-out, the project team will prepare a communication strategy to raise public awareness on the importance of these skills and competencies and ensure that all stakeholders are aware of the priorities for Thai learners.<\/p>\n\n\n\n
To improve and strengthen the quality of education in Thailand, the skills framework project is reexamining today\u2019s essential life skills to guide the direction for the national competency-based curriculum development. The long-term goal is to equip young Thai learners with skills that are more relevant and transformative so that they can become resilient to the 21^{st<\/sup> century demands, becoming active citizens to lead and contribute to the sustainable development of the country and the global community. <\/p>\n\n\n\n}
<\/p>\n\n\n\n
Written by:<\/strong> Thai Skills Framework Project<\/a> Team<\/p>\n\n\n\n
Associate Prof. Dr. Prompilai Buasuwan, Faculty of Education Kasetsart University [prompilai.b@ku.th<\/a>]<\/p>\n\n\n\n
Dr.Rangsun Wiboonuppatam, Education Officer, UNICEF Thailand<\/p>\n\n\n\n
Dr.Saipan Sripongpankul, Education Specialist, Office of Basic Education Commission<\/p>\n\n\n\n
<\/p>\n

\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n \n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n \n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n \n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n \n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n \n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n
\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3882","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3884,"post_author":"1","post_date":"2021-03-30 16:22:56","post_date_gmt":"2021-03-30 09:22:56","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3882","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3884,"post_author":"1","post_date":"2021-03-30 16:22:56","post_date_gmt":"2021-03-30 09:22:56","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3882","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3884,"post_author":"1","post_date":"2021-03-30 16:22:56","post_date_gmt":"2021-03-30 09:22:56","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3882","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3884,"post_author":"1","post_date":"2021-03-30 16:22:56","post_date_gmt":"2021-03-30 09:22:56","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=3882","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3884,"post_author":"1","post_date":"2021-03-30 16:22:56","post_date_gmt":"2021-03-30 09:22:56","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of \u2018thematic reviews\u2019<\/strong> to provide the opportunity for the network and its members to strengthen the knowledge base through research and analysis in specific thematic areas related to learning assessments and quality learning outcomes. The first series was introduced in 2019 focusing on Inclusion and Equity<\/a>, while the 2020 reviews focused on \u201cLearning Assessments in Emergencies and Crises\u201d<\/a>. This year NEQMAP is calling for 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes<\/strong> to continue looking at the lasting impacts that the COVID-19 pandemic is having on education systems, and will explore how flexible and blended learning strategies can ensure quality learning outcomes that contribute to more resilient and sustainable education.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
The reviews should have a regional focus and include information from as many different countries in the region as possible. The reviews should draw on previous literature, case studies and analysis of secondary data. Primary data collection is not necessary. The scope should consider and explore the following:<\/p>\n\n\n\n
\n
How have countries in Asia-Pacific introduced or integrated flexible strategies in their education systems to ensure quality learning outcomes? What are the policy implications or mechanisms that have been introduced at the system and school level?<\/li>
What tools, delivery modes and criteria are used to adapt existing strategies for measuring learning progress and outcomes? What are the challenges?<\/li>
How do flexible strategies address issues of inclusion, equity, as well as transparency, reliability and validity?<\/li>
How are schools and teachers prepared and supported (i.e. through the provision of online pedagogy systems\/ tools and resources, and professional support networks, etc.)?<\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
We welcome proposals for this overarching theme, that will also examine or include elements of NEQMAP\u2019s programme areas: competency-based learning, education system alignment (curriculum, pedagogy and assessment), monitoring quality learning outcomes, and learning assessments (summative\/formative; school-based\/large-scale, etc.).<\/p>\n\n\n\n
Thematic review length<\/strong>: 7,000 words (maximum)<\/p>\n\n\n\n
The thematic reviews will be published on<\/strong> NEQMAP\u2019s Knowledge Portal<\/strong><\/a>.<\/strong><\/p>\n\n\n\n
NEQMAP will publish one or two (1-2) NEQMAP Thematic Reviews on \u201cFlexible strategies for ensuring quality learning outcomes\u201d<\/strong> to explore how countries in Asia-Pacific have incorporated, utilized or leveraged flexible strategies to address learning loss and to capture learning outcomes and progress. <\/p>\n\n\n\n
Submit your Expression of Interest<\/strong> - individuals and\/or institutes to undertake the thematic review(s). We welcome collaboration across individuals or institutes. This call is open to all NEQMAP members (and non-NEQMAP members) who wish to contribute. The NEQMAP Secretariat at UNESCO Bangkok will select the authors for each topic of the thematic reviews following the review of the expression of interest and additional documents.<\/p>\n\n\n\n
Please submit your expression of interest to neqmap@unesco.org, with the documents listed below<\/p>\n\n\n\n
\n
Short expression of interest\/proposed topic and research outline (max 2 pages)<\/li>
CV<\/li>
Written work\/sample of writing                          <\/li><\/ul>\n<\/div>\n\n\n\n
<\/p>\n\n\n\n
Deadline for submissions<\/strong> \u2013 Wednesday, 30 June 2021<\/p>\n\n\n\n
Disclaimer<\/strong>: NEQMAP thematic reviews are \u2018voluntary contributions\u2019 \u2013 no remuneration is provided.<\/em><\/p>\n\n\n\n
For reference, here is the concept note of the call for proposals: NEQMAP 2021 Thematic Reviews on Flexible strategies for ensuring quality learning outcomes.<\/a><\/p>\n

\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n
\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
Course outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=4483","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":3882,"post_author":"1","post_date":"2021-04-06 16:43:24","post_date_gmt":"2021-04-06 09:43:24","post_content":"\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning assessments, learning outcomes and competency-based, pedagogy and curriculum to strengthen the quality of education. Members may submit articles, publications, and announcements for upcoming events (i.e. webinars or upcoming meetings\/seminars, etc.)<\/p>\n\n\n\n
You may have seen the latest published articles, \"Revitalising 'Skills Framework' to prepare Thai learners for the 21st century's demands\"<\/a> from Thailand's Office of Basic Education Commission, Ministry of Education, in partnership with UNICEF Thailand, and Faculty of Education, Kasetsart University, and \"Myanmar's Participatory Approach to Assessment Policy\"<\/a> written by the Department of Myanmar Examinations (DME), Ministry of Education (NEQMAP member institute). These articles have been shared on our Knowledge Portal and are of good examples that the Secretariat wish to encourage our network members to share more frequently your updates as they are available.<\/p>\n\n\n\n
NEQMAP Secretariat is pleased to share with you some tips and guidelines for developping short articles here<\/a>. Please note that all entries and updates on the Knowledge Portal will also be shared weekly via the network mailing list including those e-mail accounts subcribed to NEQMAP website. We will continue to imporve our communication and knowledge sharing information to be as most useful, relevant and timely for the members and the network.<\/p>\n\n\n\n
However, all will not be possible without your kind inputs, contributions and collaborations. We hope that our members will find this continued improving functions easy to engage and will untilise the NEQMAP platform as much as possible. We are at your disposal and look forward to hearing from you. The Secretariat would like to encourage members to submit their relevant work, contributions and events at any time, and the updates will be posted on the NEQMAP Knowledge Portal and shared widely.<\/p>\n\n\n\n
Please submit your articles, news, events and\/or publications, resources or any queries to: neqmap@unesco.org<\/a>.<\/p>\n

\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n \n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n \n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n \n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n \n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n
\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Course outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":4483,"post_author":"1","post_date":"2021-04-27 12:42:16","post_date_gmt":"2021-04-27 05:42:16","post_content":"\n
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students\u2019 ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across the system, encompassing curricular, assessment, and pedagogical components, and tailored to national contexts.<\/p>\n\n\n\n
During November 2020, ACER partnered with the Network on Education Quality Monitoring in the Asia-Pacific <\/em>(NEQMAP) to deliver a three-week online workshop on \u2018An aligned approach to 21st century skills integration\u2019<\/em>. <\/a>UNESCO\u2019s Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) serves as the NEQMAP Secretariat.<\/p>\n\n\n\n
Participants from 16 countries and the Education Quality and Assessment Programme for the Pacific Community (EQAP) opted to enrol in this course, signalling a strong demand for how 21CS might be integrated into these education systems. To ensure relevance, country representatives were required to enrol as a Core Strategy Team, with representatives coming from each of their systems assessment, curriculum, and pedagogy divisions. These Core Strategy Teams were central to design and implementation of the support structures and substance required for a coherent approach. Participants were presented with online modules that comprised of both synchronous and asynchronous content and activities hosted on an online platform.<\/p>\n\n\n\n
Key course content<\/h5>\n\n\n\n
The aim of the course was to support systems to build an aligned and sustainable approach to 21CS integration. This was achieved via overall objectives that focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. Participants developed an understanding of ACER\u2019s 21CS alignment model, the sub-components of which are not intended to be prescriptive or used in a specific sequence. Participants were guided through activities to address each of the sub-components in turn, reflecting on current practices and discussing considerations for future plans. As a team, participants developed a strategic plan to prioritise these sub-components and worked to identify key issues relating to implementing them.<\/p>\n\n\n\n
$\"\"$
Figure 1: <\/strong>ACER 21CS Alignment Model<\/figcaption><\/figure><\/div>\n\n\n\nCourse outcomes<\/h5>\n\n\n\n
A main objective of the course was to understand the sub-components to 21CS alignment so that participants could conduct a needs-analysis, identifying which steps are currently being met, and which steps need more attention. An example of the output from the needs-analysis from Bhutan is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
One of the objectives of the course was to increase understanding of specific skill definitions and review country- level documentation relating to this. Despite presenting a variety of 21CS frameworks, education systems generally prioritized a common set of skills. The number of education systems prioritizing each skill is presented in the table below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
To demonstrate examples of detailed skill definition documentation, ACER\u2019s skill development frameworks for collaboration, creative thinking, and critical thinking were described and reflected upon in relation to existing participant understandings. Participant reflections included:<\/p>\n\n\n\n
[Collaboration]<\/p>\n\n\n\n
\u201cIt challenged my definition to include that effective collaboration involves a division of labour and it resolves differences.\u201d<\/em><\/p>\n\n\n\n
[Creative thinking]<\/p>\n\n\n\n
\u201cI thought that this skill focuses on the first strand only: Generation of Ideas. But now I learned, and it makes sense, that any ideas can be an experiment or tried in order to come up with the right answer (the quality).\u201d<\/em><\/p>\n\n\n\n
[Critical thinking]<\/p>\n\n\n\n
\u201cACER\u2019s critical thinking definition was appropriate for the purpose of insightful knowledge, understanding hypothesis and belief which was missing in my definition. My understanding of it is only to think reasonably and make consistent connection between ideas. So, in other words, ACER is more detailed with deeper meaning.\u201d<\/em><\/p>\n\n\n\n
Participants reported that these kind of detailed definition documents were lacking within their systems and most requested more support in understanding, identifying and monitoring growth in these skills. More work is also required to expand the suite of frameworks, ensure they are appropriately contextualised within countries, and map such frameworks to curriculum-based learning outcomes. The learning progressions in the ACER frameworks can serve as an appropriate foundational resource to build understanding and capacity in both learners and teachers.<\/p>\n\n\n\n
Another main objective of the course was to develop a strategic plan, identifying which steps are to be prioritized and in which order. All countries managed to develop and present a strategic plan upon course conclusion. One example of a strategic plan is from Iran is presented below.<\/p>\n\n\n\n
$\"\"$ <\/figure><\/div>\n\n\n\n
Several countries requested follow up courses or more detailed training as a result. In particular, requests for additional support tended to relate to the:<\/p>\n\n\n\n
Implementation of their strategic plan;<\/li>
Development of additional skill frameworks with detailed definitions;<\/li>
Training for teachers and other stakeholders; and<\/li>
Research into best practices for pedagogical strategies to enhance the skills.<\/li><\/ul>\n\n\n\n
This information is very valuable in gaining insight into education systems specific needs around 21CS integration and provides an opportunity to strategically plan future engagement.<\/p>\n\n\n\n
For more details about the course the full report is available here.<\/a><\/p>\n\n\n\n
Written by:<\/strong> Dr. Claire Scoular and Dr. Ian Teo, Australian Council for Educational Research (ACER)<\/p>\n

\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis. As highlighted in the UNESCO\u2019s high-level ministerial meeting in March 2021, it is crucial to prioritize education recovery and transformative education to avoid any generational catastrophe. As schools are reopening from the COVID-19 pandemic which has caused widespread disruption in education systems globally since March 2020, the issues of the learning losses, monitoring children\u2019s learning level and progress, the impact on their health, social emotional learning, as well as ways to continue to ensure the quality learning outcomes in the recovery phase of the emergencies are vital topics of discussion among education stakeholders.<\/p>\n\n\n\n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
Background<\/strong><\/p>\n\n\n\n
The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis. As highlighted in the UNESCO\u2019s high-level ministerial meeting in March 2021, it is crucial to prioritize education recovery and transformative education to avoid any generational catastrophe. As schools are reopening from the COVID-19 pandemic which has caused widespread disruption in education systems globally since March 2020, the issues of the learning losses, monitoring children\u2019s learning level and progress, the impact on their health, social emotional learning, as well as ways to continue to ensure the quality learning outcomes in the recovery phase of the emergencies are vital topics of discussion among education stakeholders.<\/p>\n\n\n\n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n \n
$\"\"$ <\/figure><\/div>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis. As highlighted in the UNESCO\u2019s high-level ministerial meeting in March 2021, it is crucial to prioritize education recovery and transformative education to avoid any generational catastrophe. As schools are reopening from the COVID-19 pandemic which has caused widespread disruption in education systems globally since March 2020, the issues of the learning losses, monitoring children\u2019s learning level and progress, the impact on their health, social emotional learning, as well as ways to continue to ensure the quality learning outcomes in the recovery phase of the emergencies are vital topics of discussion among education stakeholders.<\/p>\n\n\n\n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5303","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":5210,"post_author":"1","post_date":"2021-09-22 02:06:29","post_date_gmt":"2021-09-21 19:06:29","post_content":"\n}
You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific.<\/p>\n\n\n\n
This fourth Topical Case Study in the series is on Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning<\/strong>, with examples from India, Pakistan, Nepal, and Bangladesh. <\/strong><\/p>\n\n\n\n
Date:<\/strong> Thursday 21st October 2021 <\/p>\n\n\n\n
Time: <\/strong>13:00-14:30h Bangkok Time <\/p>\n\n\n\n
Modality:<\/strong> Zoom Platform<\/p>\n\n\n\n
Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n
Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n
Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n
The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n
Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n
Highlight key findings and concrete examples of the CLA applications from Bangladesh, India, Nepal and Pakistan; <\/li>
Enable knowledge exchange and informed decision-making amongst education stakeholders and policymakers on using the CLA model in supporting the education strategy and addressing learning loss.<\/li><\/ol>\n\n\n\n
<\/p>\n\n\n\n
Target Audience:<\/strong><\/a> <\/p>\n\n\n\n
The webinar is aimed at <\/p>\n\n\n\n
members of NEQMAP network from the Asia-Pacific region; and <\/li>
anyone with an interest in the CLA model, especially policy makers, ministry officials, curriculum developers, assessment bodies, civil society organizations, development partners, teachers, teacher trainers, academic researchers, etc.<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n
NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n
\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis. As highlighted in the UNESCO\u2019s high-level ministerial meeting in March 2021, it is crucial to prioritize education recovery and transformative education to avoid any generational catastrophe. As schools are reopening from the COVID-19 pandemic which has caused widespread disruption in education systems globally since March 2020, the issues of the learning losses, monitoring children\u2019s learning level and progress, the impact on their health, social emotional learning, as well as ways to continue to ensure the quality learning outcomes in the recovery phase of the emergencies are vital topics of discussion among education stakeholders.<\/p>\n\n\n\n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
Background<\/strong><\/p>\n\n\n\n
The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis. As highlighted in the UNESCO\u2019s high-level ministerial meeting in March 2021, it is crucial to prioritize education recovery and transformative education to avoid any generational catastrophe. As schools are reopening from the COVID-19 pandemic which has caused widespread disruption in education systems globally since March 2020, the issues of the learning losses, monitoring children\u2019s learning level and progress, the impact on their health, social emotional learning, as well as ways to continue to ensure the quality learning outcomes in the recovery phase of the emergencies are vital topics of discussion among education stakeholders.<\/p>\n\n\n\n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n

\n}
$\"\"$ <\/figure><\/div>\n\n\n\n
Background<\/strong><\/p>\n\n\n\n
The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis. As highlighted in the UNESCO\u2019s high-level ministerial meeting in March 2021, it is crucial to prioritize education recovery and transformative education to avoid any generational catastrophe. As schools are reopening from the COVID-19 pandemic which has caused widespread disruption in education systems globally since March 2020, the issues of the learning losses, monitoring children\u2019s learning level and progress, the impact on their health, social emotional learning, as well as ways to continue to ensure the quality learning outcomes in the recovery phase of the emergencies are vital topics of discussion among education stakeholders.<\/p>\n\n\n\n
To discuss some of these timely and important issues, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) will host its 2021 Annual Meeting on, \u2018Reimagining Monitoring Quality Education Beyond<\/strong> COVID-19\u2019. <\/strong>This year\u2019s annual meeting will again be held online through Zoom. We invite NEQMAP members to provide updates on their activities pertaining to monitoring learning during and in the aftermath of COVID-19. We expect the annual meeting will offer a platform to discuss pressing issues regarding education monitoring systems to ensure quality learning outcomes. The pandemic is an opportunity to exchange knowledge and experiences on how education systems need to transform in response to today\u2019s challenges; identify remaining gaps; and to prepare for digital transformations and the futures of education. A pressing question for us is how can NEQMAP network catalyze efforts and mobilize resources to design relevant and tailored responses as we reimagine education beyond COVID-19.<\/p>\n\n\n\n
Objectives:<\/strong><\/p>\n\n\n\n
To update on progress of members\u2019 achievements, challenges, and opportunities in 2021;<\/li>
To strengthen and revitalize the network\u2019s collaborations through harnessing existing innovations in the field of monitoring quality of education;<\/li>
To identify the network\u2019s target activities in 2022 and 2023<\/li><\/ol>\n\n\n\n
Participants<\/strong><\/p>\n\n\n\n
All NEQMAP members, as well as partner organisations, are invited to participate. Non-members are also welcome. The meeting is not open to the public.<\/p>\n\n\n\n
Dates and Modality:<\/strong><\/p>\n\n\n\n
Dates: Wed 8 and Thu 9 December 2021 (2-day event)<\/li>
Time: 13:00 \u2013 15:30h. Bangkok Time (GMT+7)<\/li>
Modality: Zoom Platform<\/li>
Registration: Availble now: please click here! <\/a><\/strong><\/li><\/ul>\n\n\n\n
Submit expression of interest<\/strong><\/p>\n\n\n\n
NEQMAP members are welcome and invited to share your updates and country experiences of this year in the meeting by sharing your title of presentation\/brief outline of topic of discussion (bullet points) of your presentation to the NEQMAP Secretariat at neqmap@unesco.org<\/a> by Friday 3^{rd<\/sup> of December 2021.<\/strong><\/p>\n}

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NEQMAP 2021 Annual Meeting on 8-9 December 2021

November 10, 2021

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Background The UNESCO Global Education Coalition reported that over 100 million additional children will fall below the minimum proficiency level in reading as a result of the global health crisis....

Regional Launch Webinar on Citizen-led Assessments in South Asian Countries

September 22, 2021

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You are invited to a Regional Launch of NEQMAP-ACER Topical Case Study in Using Learning Assessment Data in Education Policy and Practice: Examples from Asia-Pacific. This fourth Topical Case Study...

An aligned approach to 21st century skills integration

April 27, 2021

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Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students’ ability to participate in and contribute to knowledge economies and societies....

Call for Member Contributions – NEQMAP news, articles, events, resources

April 6, 2021

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The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) is calling for contributions from members with regards to member updates, recent work related to our focus areas in learning...

NEQMAP 2021 Thematic Reviews – Call for Proposals

March 30, 2021

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The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) produces series of ‘thematic reviews’ to provide the opportunity for the network and its members to strengthen the knowledge base...

Revitalising ‘Skills Framework’ to prepare Thai learners for the 21st century’s demands

February 24, 2021

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Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what ‘skills’ our youth need for them to adapt to these...

Myanmar’s Participatory Approach to Assessment Policy

January 25, 2021

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In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government...

NEQMAP 2020 year in review

January 14, 2021

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Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward....

Webinar: Learning Assessments and School Reopening: 24 Nov 2020, 15:00h GMT+1

November 19, 2020

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We are pleased to invite you to the ninth webinar of the joint series of webinars on Learning assessments and school reopening taking place on Tuesday, 24 November 2020 from 15:00 to 16:30 (Paris time,...

Webinar: Curriculum Implementation: competency-based learning and the alignment of curriculum, pedagogy and assessment 25Nov2020, 09:00CET

November 17, 2020

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The fifth Knowledge Innovation Exchange (KIX) Europe | Asia | Pacific (EAP) Webinar will cover the topic of « Curriculum implementation: competency-based learning and the alignment of curriculum, pedagogy and...

Strengthening Competency-based Learning through Assessments

November 9, 2020

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Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21st Century Skills and competencies such as problem solving, communication and collaboration that...

Online Learning Series: Teaching and Learning 21st Century Skills – 22Oct I 5Nov I 19 Nov by UNESCO IIEP

October 9, 2020

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Teaching and Learning Educators’ Network for Transformation (TALENT) is organizing an interactive learning series on teaching and learning 21st Century skills facilitated through the UNESCO’s International Institute for Educational Planning...

Competency-based Learning in the 21st Century

October 7, 2020

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Fuelled by advanced technology and economies, today’s world is rapidly changing. Skills such as critical thinking, creativity, collaboration, communication, and information technology literacy are in high demand. But how are...

UNICEF-UNESCO Dialogue on Developing Curriculum and Assessment Systems for 21st Century Skills (webinar)

September 14, 2020

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UNESCO Bangkok, through the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat, in collaboration with UNICEF East Asia and Pacific Regional Office, had organised a joint technical consultation...

ESD Workshop Series – the Transformative Power of ESD for the World Beyond COVID-19

August 31, 2020

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Join UNESCO for an online workshop series on how to transform society through learning with Education for Sustainable Development (ESD), starting from September 2020. The discussions will be organized in...

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