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Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n

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School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":1649,"post_author":"1","post_date":"2017-05-30 14:56:48","post_date_gmt":"2017-05-30 07:56:48","post_content":"\n

In Washington DC in early April, UNESCO\u00a0Bangkok Programme Specialist Ramya Vivekanandan\u00a0participated in a panel at the Brookings Institution\u2019s annual research and policy symposium on\u00a0\u201cSkills for a Changing World\u201d<\/a>, which focused on the acknowledged trend in education toward a more explicit focus on 21st century skills, or transversal competencies. The event centered around the launch of the new Brookings publication\u00a0Skills for a changing world: National perspectives and the global movement<\/em>.<\/a>\u00a0This is a subject of major interest in the Asia-Pacific, with boththe\u00a0Education Research Institutes Network (ERI-NET)<\/a>\u00a0and\u00a0the\u00a0Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>\u00a0communities, which are coordinated by UNESCO Bangkok, having researched the trend over the past few years. Ms. Vivekanandan also provided insights from the\u00a0ERI-NET and NEQMAP studies through a podcast\u00a0\u201cTeaching for the 21st<\/sup>\u00a0century: Broader skills for global citizens\u201d<\/em><\/a>\u00a0<\/em>hosted by Brookings Senior Fellow Esther Care, and with Sean Slade, Director of Outreach at the Association for Supervision and Curriculum Development (ASCD), highlighting both the progress and the challenges that the region confronts. The Asia-Pacific as a region leads interest in the transversal competencies arena, demonstrating the power of countries working together on innovations in education.<\/p>\n\n\n\n

In continuation of this joint effort in this area, starting in 2017 the Brookings Institution together with the Global Partnership for Education (GPE) will collaborate with two regional networks over three years to explore the implications of the 21st century skills education agenda for assessment. The focus on preparing today's students more explicitly to respond to our 21st century world highlights the need not only for curriculum reform, but for associated changes in instructional strategies and approaches to assessment. This new initiative, known as \"Optimizing Assessment for All\", will provide an opportunity for countries in the Asia-Pacific region to collaborate on the development of assessment tasks that will help promote instruction of these skills. The work is anticipated to provide models that individual countries can adopt to continue assessment work on those skills that they most highly value. The project will start with workshops centred around constructive use of assessments, and identification by participating countries of their assessment needs and priorities. In the Asia-Pacific, this regional work will be supported by the NEQMAP Secretariat at UNESCO Bangkok.<\/p>\n\n\n\n

Written by:<\/strong><\/p>\n\n\n\n

Esther Care, Senior Research Fellow, Brookings Institution<\/p>\n\n\n\n

For more information, please contact:<\/strong><\/p>\n\n\n\n

Esther Care [ECare@brookings.edu]<\/p>\n\n\n\n

Related links:<\/strong><\/p>\n\n\n\n

Transversal Competencies in Education Policy and Practice (http:\/\/unesdoc.unesco.org\/images\/0023\/002319\/231907E.pdf<\/a>)<\/p>\n\n\n\n

School and Teaching Practices for 21st<\/sup> Century Challenges (http:\/\/unesdoc.unesco.org\/images\/0024\/002440\/244022E.pdf<\/a>)<\/p>\n\n\n\n

Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of 21st<\/sup> Century Learning (http:\/\/unesdoc.unesco.org\/images\/0024\/002468\/246852E.pdf<\/a>)<\/p>\n\n\n\n

Assessment of Transversal Competencies: Policy and Practice in the Asia- Pacific region\u00a0(http:\/\/bangkok.unesco.org\/content\/assessment-transversal-competencies-policy-and-practice-asia-pacific-region<\/a>)<\/p>\n \n

Article summary and presentations <\/a> <\/p>\n \n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

To help countries integrate 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/p>\n \n

Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21st<\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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 21st<\/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":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n

On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n

UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n

Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n

Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n

Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n

Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n

Article summary and presentations <\/a> <\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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 21st<\/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

UNESCO Bangkok

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