Professor of Educational Leadership, Pasi Sahlberg, explores the urgent need to rethink how we prepare students for an unpredictable future.

From addressing the new digital divide to teaching students how to fail better, Pasi advocates for empowering young people not just as learners but as co-pilots in transforming education.

In his keynote at EDUtech Asia 2025, Pasi will unpack the global state of education, explore the digital dilemmas facing schools, and share concrete strategies to reshape learning for a fast-changing world.

Don’t miss this must-see keynote! Get your tickets for EDUtech Asia 2025 here.

The post Students Should Be Co-Pilots — Pasi Sahlberg on Education Reform Today first appeared on EDUtech_talks.

Angela Newby explores the evolving role of AI and EdTech in modern education. She shares insights on balancing technology with face-to-face learning, the impact of AI-powered feedback tools, and how schools can navigate privacy concerns, ethical considerations, and parent perceptions around AI in the classroom.

Speaker – Angela Newby, Head of Digital Learning, United World College of South East Asia (UWCSEA)

The post AI, EdTech & Digital Transformation in Schools – Angela Newby, United World College of South East Asia (UWCSEA) first appeared on EDUtech_talks.

Katie Mayne discusses the integration of digital technology and AI in education, ensuring students use tools like ChatGPT responsibly. From fostering responsible AI usage among students to leveraging inquiry-driven learning, Katie discusses the challenges, opportunities, and best practices in EdTech. Gain new insights on evaluating and embedding new technologies, fostering digital citizenship, and preparing students for future workplaces.

Speaker – Katie Mayne, Director of Learning and Innovation, Nishimachi International School, Japan

The post Preparing Students for the Future – AI & EdTech Strategies: Katie Mayne, Nishimachi International School first appeared on EDUtech_talks.

26 November 2024

The Organisation for Economic Co-operation and Development (OECD) has published its Education Policy Outlook for 2024, highlighting critical challenges and opportunities for education systems worldwide. A focal point of the report is the worsening teacher shortages across OECD countries, an issue with significant implications for the quality and equity of education.

A growing crisis in teacher shortages 

Teacher shortages have escalated sharply in recent years. Between 2015 and 2022, the proportion of students whose school principals reported staff shortages jumped from 29% to a staggering 46.7% on average across OECD countries. By 2022, nearly half of lower secondary school principals stated that these shortages hindered effective instruction.

This trend has prompted an urgent call for action, with the OECD’s report serving as a wake-up call for policymakers and education leaders to prioritise solutions. Attracting and retaining teachers remains a key focus, yet most education ministries concentrate more on recruitment than retention.

The state of the teaching profession

The report paints a comprehensive picture of the teaching profession’s challenges. Many education systems struggle to balance teacher supply and demand while grappling with declining student performance and persistent inequities. In a 2022 Ministerial Declaration, OECD education ministers reaffirmed their commitment to policies promoting quality and equity in student learning, recognising that systemic change requires collaboration among policymakers, teachers, and institutional leaders.

Policy responses to teacher shortages 

The OECD outlines several strategies for addressing shortages, including:

• Reducing barriers to entering the teaching profession.
• Allocating teachers more effectively to areas of need.
• Enhancing career structures to make teaching more attractive and support professional growth.

These approaches are designed to not only boost teacher numbers but also ensure they are well-equipped to meet evolving educational demands. 

Supporting teachers in changing contexts

In addition to teacher shortages, the report emphasises the need to prepare educators for rapid technological advances, such as artificial intelligence, and broader socio-economic shifts. However, harnessing digital technologies for professional learning remains an emerging priority.

The OECD’s roadmap identifies key factors to support teaching quality in these dynamic contexts, such as:

• Encouraging evidence-informed teaching practices.
• Strengthening professional collaboration within and beyond schools.
• Managing teacher workload while enhancing skills to adapt to changing needs.

Strengthening evaluation and monitoring

Effective planning to address these challenges requires robust evaluation and monitoring mechanisms. Yet, the report reveals that only two-thirds of OECD countries have projections of potential teacher shortages for 2025-2030 at the primary and secondary levels.

To strengthen capacity in this area, the OECD recommends:

• Building data infrastructure for informed decision-making.
• Empowering teachers and school leaders as contributors to evidence-based practices.
• Adopting adaptive evaluation models to assess what works, for whom, and in which contexts. 

A call for collaborative action

The 2024 report underscores the necessity for collaboration among stakeholders—governments, educators, and institutions—to enhance and, where necessary, rethink existing practices. By addressing the dual challenge of teacher shortages and professional preparedness, the OECD aims to support education systems in delivering quality, equitable education for all students.

Read the full report here.

The post OECD 2024 Education Policy Report: Addressing Teacher Shortages and Supporting Quality Education first appeared on EDUtech_talks.

21 November 2024

In a step towards fostering safer online spaces, TikTok has announced a collaboration with America’s National PTA (Parent Teacher Association) under the “Create with Kindness” initiative. This program aims to equip parents and communities with the tools to guide teens in navigating the digital world responsibly while encouraging positive online behaviour.

The “Create with Kindness” program is designed as an interactive platform that sparks meaningful conversations between teens and their families about online safety, digital civility, and creating healthy boundaries. As part of this initiative, TikTok is supporting the National PTA in providing over $300,000 in funding to 100 local and regional Parent Teacher Student Associations (PTSAs) across the United States. These grants will empower high school campuses to host activities and discussions that prioritise online kindness and safety.

This collaboration complements TikTok’s partnership with the Family Online Safety Institute, through which the “Digital Safety Partnership for Families” was launched earlier this year. The resource offers tailored online safety advice, allowing families to make informed decisions about digital safeguarding. Such initiatives underscore TikTok’s growing efforts to position itself as a leader in digital citizenship education.

This has come at a time when social media use among young people has sparked intense debates globally. A recent Ipsos study revealed that 65% of people support banning children under 14 from accessing social media, both inside and outside of school. Concerns about the impact of social media on mental health, well-being, and online safety have united parents, educators, and policymakers worldwide.

In response, governments are taking decisive action. In the UK, technology secretary Peter Kyle has declared that a ban on social media for under-16s is “on the table” as part of efforts to safeguard children online. He recently told the BBC that he is willing to take any measures necessary to protect young users. Similarly, Australia is considering legislation to restrict social media access for children under 16, adding to the mounting pressure on tech platforms.

The push for greater regulation highlights the critical need for digital citizenship lessons in schools. As students spend increasing amounts of time online, it becomes vital to teach them about respectful online interactions, recognising misinformation, and establishing boundaries. Programs like “Create with Kindness” not only address these needs but also empower families to create shared strategies for responsible online engagement.

While TikTok’s efforts to promote online safety are commendable, some observers see these initiatives as a way to pre-empt stricter regulations or bans. By investing in educational programs and collaborating with respected organisations like the National PTA, TikTok may be positioning itself as a socially responsible platform amid growing global scrutiny.

The post TikTok and National PTA Join Forces to Promote Online Safety Amid Calls for Social Media Restrictions for Teens first appeared on EDUtech_talks.

19 November 2024

Indonesia is taking a significant step toward equipping its younger generation with essential digital skills. The country’s Elementary and Secondary Education Minister, Abdul Mu’ti, recently announced a new initiative to introduce artificial intelligence (AI) and coding as elective subjects for elementary school students.

Under this plan, fourth-grade students in select schools will have the opportunity to explore these cutting-edge fields. The move aligns with Indonesia’s broader goals of enhancing digital literacy and preparing its youth for the future job market. Minister Abdul Mu’ti emphasised that the lessons would not be mandatory, offering students and parents the flexibility to opt into these programs.

The initiative is in its early stages, with the Ministry considering multiple approaches to ensure successful implementation. One option involves recruiting new instructors specifically trained to teach AI and coding. Alternatively, the Ministry may collaborate with institutions already specialising in these areas, creating a foundation of expertise to support schools nationwide.

Despite its ambitious goals, the program will face challenges in ensuring equal access. The Ministry has clarified that only schools with adequate tools and reliable internet connections will be able to offer these lessons initially. This limitation highlights the ongoing digital divide in Indonesia, especially between urban and rural areas.

The initiative also underscores the importance of inter-ministerial collaboration. Earlier this week, Communications and Digital Minister Meutya Hafid revealed that he had been in discussions with Minister Abdul Mu’ti about incorporating coding into Indonesia’s evolving educational curriculum. These talks signify a unified approach to integrating digital education into the national framework.

The post Indonesia Plans to Introduce Coding and AI Lessons for Elementary School Students first appeared on EDUtech_talks.

13 November 2024

In a historic step towards enhancing early childhood education, China has introduced its first Preschool Education Law, marking a pivotal change in the regulation and quality of preschool education across the country. This law aims to set rigorous standards for preschool educators, improve the quality of early childhood education, and reduce the financial burden on families seeking affordable and reliable childcare.

The third draft of the Preschool Education Law outlines a series of measures focused on ensuring children receive high-quality early education while providing financial relief to families. One of the law’s most notable initiatives is the establishment of a national support system for preschool education. This system is designed to lower childcare costs and enhance accessibility, ensuring all children can benefit from early education regardless of their family’s financial status.

To uphold the highest standards in preschools, the new law introduces strict qualification requirements for all preschool staff. According to Zhang Wenbin, head of the Ministry of Education’s Department of Policies and Regulations, the law specifies criteria for educators, principals, childcare workers, and child healthcare personnel.

This initiative aims to ensure that every individual involved in early childhood education meets designated standards, thus safeguarding the safety, well-being, and development of young children.

Under the new law, individuals with criminal records or a history of alcoholism, as well as those with severe ethical violations, are prohibited from working in preschools. This measure serves to protect the physical and mental well-being of children and foster a safe learning environment.

Recognising the importance of adequate staffing, the law mandates that kindergartens maintain a sufficient number of qualified teachers and support personnel. To further support quality assurance, preschools must file employment records with local education authorities, conduct background checks, and perform regular health screenings on staff.

The law also prioritises the welfare of preschool educators, holding preschools and operators accountable for providing fair wages and benefits. This emphasis on educator welfare reflects an understanding that supporting teachers and staff directly contributes to the quality of education. Additionally, local governments are encouraged to develop and implement training programs to further support the professional growth and skill development of preschool educators.

China’s Preschool Education Law represents a shift in early childhood education, addressing both quality and accessibility concerns. By setting clear standards for educators and reducing financial burdens on families, the law aims to create a more equitable, supportive environment for the youngest learners and their caregivers.

The post China’s New Preschool Education Law: Elevating Standards and Reducing Family Burden first appeared on EDUtech_talks.

12 November 2024

Formula 1, in collaboration with the British Council, has launched a new education initiative, ‘Learning Sectors,’ aimed at inspiring the next generation of scientists, engineers, and tech professionals worldwide. This programme will immerse young people in the fields of science, technology, engineering, and mathematics (STEM), using Formula 1 as a captivating learning platform.

Starting in January 2025, the year-long ‘Learning Sectors’ programme is set to reach over 130,000 students aged seven to 16 in 700 schools across Brazil, India, South Africa, and the United Kingdom. Through this initiative, students will engage with real-world STEM concepts through a Formula 1 lens, fostering creativity, teamwork, and technical skills.

In India, South Africa, and the UK, the programme will encourage cross-cultural collaboration. Schools in these countries will be paired with a counterpart from another country, enabling students to work together on Formula 1-inspired STEM projects throughout the school term. Meanwhile, in Brazil, schools will focus on coding-related activities designed to strengthen students’ critical science and technology skills.

The ‘Learning Sectors’ programme has been developed with classroom integration in mind, ensuring that students across all participating schools can access the resources and engage with STEM concepts in a familiar environment. To amplify its reach and impact, the British Council is leveraging its extensive global network for the programme’s delivery.

Formula 1 is also tapping into its own professional resources to support this educational mission. Engineers and other experts from the Formula 1 paddock will participate in the programme, providing students with firsthand insights into STEM fields and bringing the sport’s technical side to life.

A special event launched the programme in Brazil ahead of the Sao Paulo Grand Prix, where local students, teachers, and government officials had a unique behind-the-scenes experience. They visited the circuit, met with drivers, and engaged with Formula 1 professionals, offering a glimpse into the world of motorsport.

Stefano Domenicali, President & CEO of Formula 1, commented on the programme’s mission, saying, “Education forms the foundation of Formula 1. It is from the great minds of talented engineers, scientists, and mechanics that the sport has evolved to become the pinnacle of innovation and technology that it is today.”

Scott McDonald, Chief Executive of the British Council, emphasised the importance of equipping young people with future-ready skills, stating, “With almost three-quarters of young people worldwide lacking the skills to thrive in future employment, it has never been more important to support them to build skills for the workplace and break down barriers to future careers.”

‘Learning Sectors’ is the latest in a series of educational initiatives by Formula 1 aimed at inspiring young talent. Other efforts include the Formula 1 Engineering Scholarship, covering full tuition and living costs for underrepresented groups, and a partnership with Mission 44, a charity founded by Lewis Hamilton to promote diversity, inclusion, and equal opportunities in motorsport.

Registration for the 2025 ‘Learning Sectors’ programme is now open, offering schools a chance to join this innovative STEM initiative and inspire young minds through the thrill of Formula 1.

The post Formula 1 Launches Global STEM Education Programme ‘Learning Sectors’ first appeared on EDUtech_talks.

31 October 2024

The NSW government has struck a new agreement with the NSW Teachers’ Federation to enhance teacher pay and improve working conditions. The deal, announced earlier this week, includes a 10% pay rise over the next three years and promises to address teacher workload and provide additional support for their well-being.

Key Provisions of the Agreement

Under the new agreement, teachers will see several major benefits, including a cash boost to alleviate the strain of rising living costs. They will receive an annual $1000 cost-of-living adjustment if inflation exceeds 4.5%. Additionally, the deal caps after-school meetings at one hour per week, ensuring teachers have more personal time.

Teachers Federation President Henry Rajendra praised the agreement, saying, “This agreement maintains the structural reset of teacher salaries we achieved last year after a decade of wage suppression under the previous government. It ensures our pay keeps pace with inflation while remaining competitive with other jurisdictions – critical factors in attracting and retaining the teachers our students need.”

The agreement also builds on last year’s pay increase of 8-12%, reinforcing the state government’s commitment to make the teaching profession more financially sustainable. The move is part of a broader effort to tackle the challenges of teacher attrition, a pressing issue not only in NSW but worldwide.

Increased School Development Days – A Double-Edged Sword

One key feature of the deal is the increase in “school development days” — designated days where students are not in school, allowing teachers time for professional development. These days will rise from six to eight per year. However, while these extra days will offer teachers more time to focus on development and well-being, some parents have raised concerns about the implications. Increased pupil-free days mean parents may need to arrange childcare more frequently, posing an additional challenge for working families.

Addressing a Global Problem: Teacher Attrition

The new agreement comes amid growing concern over teacher attrition rates. According to a McKinsey study, teachers often cite low compensation, unreasonable expectations, and limited well-being support as top reasons for leaving the profession. By boosting salaries and reducing workload, NSW’s agreement aims to counteract some of these issues, helping to retain experienced teachers and attract new talent to the profession.

A Step Forward for Education in NSW

As cost-of-living pressures persist and the demands on teachers continue to grow, this new agreement represents a substantial investment in the education workforce. With more competitive wages, structured support for workload management, and provisions to counter inflation, NSW hopes to foster a more sustainable teaching environment. This agreement not only promises a brighter outlook for current teachers but also aims to make the profession more appealing for future educators — a critical factor in ensuring the long-term quality of education in the state.

The post NSW Government and Teachers’ Federation Strike New Deal on Pay first appeared on EDUtech_talks.

24 October 2024

Brighton College Bangkok, one of Thailand’s most prestigious international schools, is set to open a new sister campus in Vibhavadi in August 2025. Following a decade of successful operation, the new Brighton College Bangkok Vibhavadi will cater to boys and girls aged 2 to 18, providing an educational experience focused on excellence, innovation, and personal growth.

This expansion comes on the heels of Brighton College Bangkok being awarded the coveted title of ‘British International School of the Year’ at the Independent Schools of the Year Awards 2024.

Khun Nusara (Assakul) Banyatpiyaphod, Chair of the Brighton College Bangkok Board of Governors, expressed her enthusiasm for the new venture:
“I am delighted now, to announce the arrival of Brighton College Bangkok Vibhavadi, a school that not only continues to build a community of academic excellence, but one that develops a love of learning and provides pupils with the greatest opportunities to become the best version of themselves.”

The new campus aims to replicate the success of its predecessor, which has become a benchmark of British-style education in Thailand. The existing Brighton College Bangkok campus is renowned for nurturing students who are kind, respectful, ambitious, and confident—attributes that will be instilled in students at the new Vibhavadi location.

Richard Cairns, Principal of Brighton College Group, shared his confidence in the new school’s future:
“Alongside our established school in Bangkok, I have every confidence that Brighton College Bangkok Vibhavadi will become what Tatler described as one of the ‘hottest tickets in education.’ This will be a school rooted in inspiring children to be the very best versions of themselves – children who are kind, respectful, academically ambitious, and self-confident, ready to play their part in making a better world for future generations.”

About Brighton College Bangkok

Brighton College Bangkok first opened its doors in 2016 and has since built a reputation as one of the leading international schools in the region. Following the success of the school in Thailand, Brighton College Vibhavadi marks the next step in the school’s legacy of excellence, continuing to build on the values of academic achievement, kindness, and leadership.

The post Brighton College Bangkok expands with new Vibhavadi campus set to open in 2025 first appeared on EDUtech_talks.

18 October 2024

In a move to advance digital proficiency among students, Malaysia’s Ministry of Education is set to expand its hybrid class initiative next year by adding 400 more classes. This expansion will target selected schools across both urban and rural areas, aiming to ensure digital skills are developed more equitably across the country.

The hybrid class pilot project, which began in 2021, currently operates in 110 educational institutions, including rural schools. Deputy Education Minister Wong Kah Who explained that the initiative, which includes 550 smart classrooms equipped with state-of-the-art technology like smartboards, digital tools, smart televisions, cameras, and voice recorders, is part of a broader effort to foster digital competence in the learning ecosystem.

“This initiative is key to transforming Malaysia’s education system for the digital age,” Wong said. “We want to ensure that students, regardless of their geographic location, have the opportunity to develop essential digital skills.”

The ministry uses a Digital Competency Score report to measure student progress, revealing some discrepancies between rural and urban students. Last year, students in rural areas scored an average of 3.24 out of 5 in digital competency, while the national average stood slightly higher at 3.31. Meanwhile, urban students performed better, achieving an average score of 3.34.

In addition to focusing on student development, the Ministry of Education is also committed to enhancing teachers’ digital skills. Last month, over 300,000 teachers were screened for digital competency. The results showed that 306,338 teachers reached the “advanced” level, 86,062 were categorised as “basic,” and 272,179 fell in the “intermediate” range. To encourage further growth, teachers who have reached the advanced level are recognised as ‘guru jauhari digital,’ a prestigious title acknowledging their proficiency.

The ministry has also initiated efforts to improve internet access in schools, particularly in rural areas, with a new plan to acquire internet services from July 2023 to June 2025. This initiative aims to provide more reliable connectivity for both teachers and students, ensuring that the infrastructure supports the hybrid learning model.

The post Malaysia’s Education Ministry to expand hybrid classes in effort to boost digital skills first appeared on EDUtech_talks.

10 October 2024

In a move to further strengthen its global reputation for educational excellence, GEMS Education has appointed Julie Young, a celebrated education entrepreneur and innovator, as an Education Advisor. Young will play a key role in supporting GEMS’ American curriculum schools and advising on the integration of technology across its network of schools worldwide.

Julie Young, President of the Julie Young Foundation, is widely regarded as a trailblazer in K-12 education, particularly for her contributions to the development of virtual and technology-enhanced learning models. With decades of experience in education and leadership, she has garnered numerous accolades for her visionary approach to school design, including the prestigious Harold W. McGraw, Jr. Prize in Education, recognition as a Top 50 Innovator in Digital Learning’s Converge Yearbook, and the ASU-GSV Power of Women award.

Having started her career as an elementary school teacher and principal, Young’s pioneering efforts in the field of online education have transformed the landscape of K-12 learning. Perhaps her most notable achievement is the design and leadership of Florida Virtual School (FLVS), which she led from its inception in 1996 as President and CEO. Under her leadership, FLVS became a global model of excellence in online learning, demonstrating the immense potential of technology to enhance educational experiences.

Beyond FLVS, Young expanded her influence at Arizona State University (ASU), where she served as Vice President of Educational Outreach and Student Services. At ASU, she was instrumental in building and scaling the K-12 online education platform ASU Prep Digital, which today serves as a key innovation hub for digital learning resources and tools.

In her new advisory role with GEMS Education, Young expressed her excitement about contributing to the group’s mission of educational excellence. “GEMS Education has a rich history of innovation in global K-12 education. In this advisory role, I look forward to contributing my expertise in online education and school design, particularly to support the American curriculum schools,” she said.

Mr. Sunny Varkey, Chairman and Founder of GEMS Education, welcomed Young’s appointment, saying, “At GEMS, we are looking to enhance what we do and how we do it, which is why we are delighted to welcome Julie Young as a valuable advisor. Bringing her considerable expertise and vision and her unparalleled track record of success, she will no doubt help us to challenge the status quo, raise standards even higher, particularly across our American curriculum schools, and ultimately better the outcomes for students across the GEMS network.”

The post GEMS Education welcomes Julie Young as Education Advisor to elevate American curriculum schools and drive technological innovation first appeared on EDUtech_talks.

8 October 2024

In the heart of Bonn, Germany, a unique educational institution has captured the spotlight for its groundbreaking approach to learning. The Siebengebirgsschule, or Seven Hills School, recently won the prestigious German School Award for its innovative methods in special education. German Chancellor Olaf Scholz personally honoured the school, praising its efforts to support students who struggle in mainstream education settings.

Alternative learning for better outcomes

With a mission to empower children “overwhelmed by mainstream schools,” the Siebengebirgsschule stands out for its combination of traditional and alternative educational practices. The school provides its 290 students with a learning environment that prioritises freedom and creativity. Pupils can choose where they feel most comfortable to study, moving freely throughout the school’s various learning studios, creative workshops, and study halls. All learning materials are provided digitally via iPads, making education more flexible and accessible.

One of the school’s standout features is its use of a digital ‘pin board’, which allows teachers to monitor where students are at any given time. This ensures students have the freedom to explore different environments while maintaining structure and support. Additionally, students can book personal consultation hours with teachers whenever they need extra help, further enhancing their learning experience.

Blending regular and special education for success

The Siebengebirgsschule’s success lies in its ability to blend traditional educational guidelines with personalised learning methods. By offering a curriculum that allows students to earn certificates while also preparing them for the job market, the school bridges the gap between special education and future employability.

Thorsten Bohl, spokesperson for the German School Award jury, highlighted the school’s impact: “The Siebengebirgsschule takes in children who are overwhelmed by mainstream schools and enables them to find their way back into learning, discover their talents, and achieve outstanding results.”

A regional success story

The Bonn-based school is part of a broader success in the state of North Rhine-Westphalia (NRW), where three other schools were also recognised with prizes. NRW Schools Minister Dorothee Feller praised the schools for creating environments that foster personal well-being, social interaction, and a love of learning.

The success of the Siebengebirgsschule serves as an inspiring example of how alternative educational approaches can make a difference in students’ lives, proving that with the right support, all children can achieve academic and personal success.

The post Award-winning special education school in Bonn receives national prize first appeared on EDUtech_talks.

26 September 2024

In a bold step toward shaping the future of education, the United Kingdom’s Department for Education (DfE) has initiated a national conversation, calling on students, parents, employers, teachers, education leaders, and experts to contribute their views on how the curriculum and assessment system can better prepare young people for life and work. Launched on 25 September, this call for evidence opens the door to a wide-ranging, 8-week consultation, designed to reimagine and reform aspects of the educational system in the context of an increasingly digital and AI-driven world.

This public feedback initiative marks a pivotal phase in the government’s independent curriculum and assessment review. As technology continues to reshape industries, workplaces, and societies, the importance of ensuring that the education system aligns with these changes cannot be overstated. With artificial intelligence and digitalization transforming teaching and learning dynamics, this consultation could redefine what it means to be ‘work-ready’ in the 21st century.

A curriculum for a digital and AI-driven world

The Department for Education’s call for input isn’t just about tweaking what exists—it is about ensuring that future generations are equipped with the skills necessary for tomorrow’s workplace. The review will span from Key Stages 1 to 4 and through to 16 to 19 education, examining how education in English, maths, and broader subject areas can better serve students, particularly those who are socio-economically disadvantaged or have special educational needs or disabilities (SEND).

Amid rapid advances in artificial intelligence, digital platforms, and tech-based careers, there is a growing recognition of the need to reevaluate what schools teach and how they assess learning. With today’s students facing a future where automation and AI are prevalent, educators and policymakers are keen to ensure that the curriculum provides an excellent foundation in critical thinking, problem-solving, and digital literacy.

Consultation with impact

The 8-week consultation serves as a critical platform for all involved in education to contribute to the ongoing conversation. Feedback collected during this period will help shape the final recommendations, due in 2025, giving the public a real opportunity to influence educational reform. Professor Becky Francis CBE, CEO of the Education Endowment Foundation (EEF) and Chair of the DfE’s curriculum and assessment review, notes, “There is much that is working in the present curriculum, but this is a chance to refresh, to address areas which aren’t working well, and to ensure excellence for all.”

Her comments highlight the dual focus of this review—acknowledging successes while proactively identifying areas for improvement. The review will address several specific areas, including how to improve access to a broad and balanced curriculum, ensure equal opportunities for disadvantaged students, and examine whether the current assessment system effectively supports both students and education professionals.

Preparing for a future of rigorous and high-value qualifications

A significant aspect of the review involves ensuring that young people aged 16 to 19 have access to rigorous and high-value qualifications and training that will enable them to seize future opportunities in a fast-evolving job market. With traditional jobs disappearing and new roles emerging in response to digital transformation, it is vital that the education system prepares young people not just for the present but for the jobs of the future.

Through this review, the DfE aims to make sure that the curriculum is forward-looking, equipping students with skills such as adaptability, creativity, and resilience, which will be essential in navigating an unpredictable and rapidly changing workplace.

Revisiting the assessment system: a balancing act

Another crucial question the consultation will explore is whether the current assessment system can be improved, not only to benefit students but also to relieve pressures on staff. The role of exams in education remains a hotly debated topic, with some advocating for alternative forms of assessment that better reflect individual talents and skills beyond the traditional exam format. The review will focus on finding the right balance—preserving the valuable role of exams while exploring ways to innovate assessment methods in a way that supports diverse learning needs.

The post DfE invites public feedback on creating a balanced and broad curriculum first appeared on EDUtech_talks.

24 September 2024

In a bold move to address the evolving challenges within the educational sector, Malaysia’s Ministry of Education (MOE) has launched the Strategic Education Plan 2024-2030. This comprehensive framework seeks to enhance the nation’s educational landscape through five strategic thrusts aimed at improving both access and quality of education.

Education Minister Fadhina Sidek underscored the significance of the action plan, which will be rolled out over the next seven years. She remarked, “The field of education is a challenging one. Ongoing issues and the quality of education need to be addressed systematically and holistically in line with changing times.” The plan has been designed to address key challenges and align the nation’s education system with the demands of a rapidly changing world.

The five strategic thrusts outlined in the plan include:

• Improving access and quality of education
• Strengthening digital education
• Enhancing basic facilities of the ministry’s educational institutions
• Empowering human resource management
• Reforming governance systems

The implementation of these thrusts will be supported by 17 strategies, 66 programs, and 82 key performance indicators (KPIs), all of which aim to propel Malaysia’s education system forward and realize the ministry’s vision of producing a knowledgeable and skilled society.

Minister Sidek explained that these initiatives will ensure the education sector stays relevant amid the challenges of a dynamic global landscape, creating a more inclusive and robust system for the future.

To ensure successful execution, the MOE has formed two oversight committees tasked with monitoring the plan’s progress. The PSKPM Monitoring Parent Committee, chaired by the ministry’s Secretary-General, Datuk Ruji Ubi, will oversee the overall direction of the initiatives. Additionally, the PSKPM Monitoring Working Committee, led by Deputy Chief Secretary (Planning and Development) Datuk Wan Hashim Wan Rahim, will track the progress of the various programs and meet twice annually to ensure targets are met.

The post Malaysia’s Education Ministry Unveils Strategic Education Plan for 2024-2030 first appeared on EDUtech_talks.

17 September 2024

In a significant development aimed at supporting teachers across New South Wales (NSW), Australia, the NSW Department of Education is set to roll out a generative AI app to all public school teachers by the beginning of Term 4 in October. This app, named NSWEduChat, follows a successful trial that began in early 2024 and expanded to 50 schools by Term 2. Feedback from participating teachers highlighted the tool’s potential to streamline workloads, allowing for greater focus on classroom teaching.

The trial initially kicked off in 16 schools and was broadened due to its promising results. The tool is specifically designed to ease the administrative burden on educators, offering tailored versions for both teachers and students. The teacher-focused version was purpose-built to reduce time spent on repetitive tasks such as producing resources, adjusting lesson materials, and managing communications.

Positive results from trial

During the trial, teachers reported significant time savings, particularly in creating resources that cater to different student abilities and interests. For some, the tool reduced the time spent on administrative tasks by more than an hour per week. The AI-powered platform also proved beneficial in organizing correspondence and preparing materials like newsletters, further streamlining teachers’ responsibilities.

The primary goal of introducing NSWEduChat is to explore how generative AI can enhance teaching and learning by minimizing the administrative workload. This aligns with the broader commitment by the Minns Labour Government to reduce teachers’ admin load by five hours per week—a crucial step towards addressing the ongoing teacher shortage in NSW.

AI tool to enhance classroom learning, not replace teachers

Prue Car, Deputy Premier and Minister for Education and Early Learning, emphasised that the tool is not intended to replace the essential work of teachers but rather to support them. “Teachers who have been using this tool say it’s helping them spend less time on admin, enabling them to focus on teaching,” said Car. “NSWEduChat does not replace the valuable work of our teachers – it helps them to save time, tailor their resources, and focus on their critical work in the classroom.”

Ensuring secure and optional sse

NSWEduChat is hosted within the Department of Education’s secure cloud infrastructure, ensuring that all data remains protected. While the use of the tool is entirely optional, the department is providing teachers with access to professional development resources, including workshops and online guides, to help them integrate the AI tool effectively into their work routines.

With this systemwide rollout, the NSW Department of Education aims to further examine the impact of NSWEduChat on teachers’ time management and its contribution to improving the quality of student learning experiences.

The post NSW Department of Education expands AI tool for teachers across public schools first appeared on EDUtech_talks.

10 September 2024

Taiwan’s Ministry of Education (MOE) has launched an initiative to integrate artificial intelligence (AI) into its elementary and middle school education systems. This effort is part of a broader strategy to establish Taiwan as a leader in AI education across Asia within the next two years, according to Deputy Minister of Education Yeh Ping-cheng. The initiative reflects Taiwan’s growing commitment to fostering digital literacy and preparing students for the future of work in a technology-driven world.

AI education at all levels

The Ministry, led by Minister of Education Cheng Ying-yao, has made significant strides in advancing AI education. A key milestone is the establishment of the Taiwan AI College Alliance, designed to enhance AI curricula at the university level. This alliance connects academic institutions with cutting-edge AI developments, ensuring that university students receive top-tier education in the rapidly evolving field of artificial intelligence.

The push for AI education doesn’t stop at higher education. Taiwan’s high schools are beginning to offer AI courses, while younger students in elementary and junior high schools are being introduced to generative AI learning partners—interactive tools that help students explore AI concepts in an engaging way. To further motivate students, the Ministry has organised AI competitions, fostering creativity and application of AI models in real-world problem-solving scenarios.

Tailored AI programs for high school students

The MOE has also commissioned National Taiwan Normal University’s Department of Technology Application and Human Resource Development and National Taiwan University’s Department of Computer Science and Information Engineering to develop specialised AI courses for high school students. Professors Tsai Yun-cheng and Chang Jie-fan are spearheading this effort by designing a variety of elective AI courses aimed at students nationwide, including those in vocational schools.

To ensure equitable access to these courses, Tsai and Chang developed an online system that reviews students’ program codes, facilitating distance learning and making quality AI education accessible to students in both urban and rural settings. This semester, 23 high schools and vocational schools, including two located in remote areas, are participating in this pioneering program, offering students a chance to explore the world of AI through elective coursework.

Expanding opportunities for younger students

Beyond high school, the Ministry has extended its focus to junior high and elementary students by collaborating with National Cheng Kung University’s Department of Computer Science and Information Engineering. Led by Professor Su Wen-yu, the collaboration involves organising AI competitions specifically for younger students. These competitions challenge students to apply AI models to real-world problems, nurturing critical thinking and practical application skills from an early age.

This year, the AI competition is expanding into an international online event, encouraging participation from students across borders. The MOE also introduced a new AI learning partner on its official website, designed to bridge the digital learning gap between urban and rural students, ensuring that all students have the tools and resources to engage with AI technologies.

A vision for the future of digital learning

In conjunction with its AI initiatives, the MOE recently unveiled its Digital Teaching Guidelines 3.0. These guidelines are intended to promote active involvement from both principals and parents in the digital learning journey of students. By fostering collaboration among educators, parents, and students, the Ministry aims to create a holistic digital learning environment that prepares students to thrive in an increasingly digitalised world.

The post Taiwan’s Ministry of Education pioneers AI education initiatives for a future-ready generation first appeared on EDUtech_talks.

6 September 2024

Mongolia is facing a significant challenge in its education sector, with a growing shortage of qualified teachers. Recently, Minister of Education Naranbayar Puversuren revealed the extent of the gap in the public school system, which is short of 4,217 teachers. In addition, the country also has 508 vacancies for kindergarten teachers.

According to a study conducted by the Ministry of Education, only 2.88% of Mongolia’s labour force consists of school teachers, which is below the international benchmark of 3%. This shortfall poses a serious threat to the quality of education in the nation, particularly in the face of growing student numbers and the increasing demand for more individualised attention in the classroom.

Short-term solutions to the teacher shortage

To address the immediate crisis, the ministry has proposed a special training program. This initiative allows individuals who have higher education degrees in fields other than education to acquire the necessary pedagogical skills and knowledge to become qualified teachers.

In addition, there are plans to unretire a certain number of experienced teachers to provide immediate support to schools in need. While this solution is short-term, it aims to temporarily ease the strain on the education system while longer-term strategies are implemented. 

Long-term vision for Mongolia’s education system

Minister Puversuren’s approach extends beyond just plugging immediate gaps. His long-term vision includes making teaching a more attractive and financially viable career choice for students. To do this, the government is offering subsidised education to students enrolling in pedagogical faculties.

Under the new policy, students currently studying pedagogy with a grade point average (GPA) of 2.7 or above, as well as those who score 480 points or higher on their entrance exams, can now study for free. 

A comprehensive reform plan for education

The teacher shortage is just one part of Puversuren’s broader plan to reform Mongolia’s education system. His vision includes making the system more transparent, effective, and student-oriented. A number of other key reforms have been introduced, particularly aimed at improving the early childhood education sector. New kindergarten buildings are planned to accommodate more children, and electronic enrolment systems will be put in place to prevent corruption and ensure a fair allocation of places.

Another noteworthy change is the call for schools to reduce excessive homework, allowing students more time for hands-on and experiential learning outside the classroom. The ministry has proposed allocated dates for students to visit museums and theatres, promoting cultural education and broader experiences. In the classroom, schools are encouraged to move away from outdated assessment and teaching methods, making learning more engaging and relevant for today’s children.

Leading the charge for change

Naranbayar Puversuren’s reforms reflect his years of experience in the field of education. Before assuming his ministerial role, Puversuren served as the director of Shine Mongol, a private school in the capital. With these reforms, the Ministry of Education is taking bold steps to address Mongolia’s immediate teacher shortage while laying the groundwork for a more sustainable and modern education system.

The post Mongolia’s teacher shortage: bold reforms introduced by Education Minister Naranbayar Puversuren first appeared on EDUtech_talks.

5 September 2024

The annual IPSOS Education Monitoring Report for 2024 has just been released, shedding light on the perceptions of education systems across 30 countries worldwide. This comprehensive study involved over 20,000 adults, including both parents and non-parents, offering a wide lens on the current state of global education.

Global satisfaction with education systems

When it comes to the overall quality of education, opinions are divided. On average, 33% of respondents across the surveyed countries rated their nation’s education system positively, while 36% felt that it was underperforming. Interestingly, this general perception appears to have little correlation with a country’s actual performance in the Programme for International Student Assessment (PISA) scores, highlighting a possible disconnect between public opinion and measurable educational outcomes.

Divided opinions on AI and technology in education

One of the most notable changes since last year’s report is the growing divide in attitudes towards Artificial Intelligence (AI), particularly in light of the explosive development of generative AI tools. 36% of respondents now believe that AI-powered tools like ChatGPT should be banned from schools, a significant jump from 29% in the previous year. This opinion is especially prevalent in countries such as Canada (52%), France (51%), and Australia (49%), where half the population supports such a ban. On the other hand, opposition to banning AI in schools remains strong in Túrkiye (24%), Thailand (22%), and Japan (20%).

The report also notes a broader societal pushback against technological advances in education. A 7-point increase was observed in the number of people predicting that future technological advancements will negatively impact education. 25% of participants expressed concern that technology might do more harm than good in the coming years.

The role of social media

Social media, another technological aspect, continues to face scrutiny, particularly regarding its impact on young students. The report shows that the majority of respondents in 29 out of 30 countries support banning children under the age of 14 from using social media, both inside and outside school settings. This highlights the growing concern over the influence of social platforms on children’s well-being and education.

Key challenges facing education systems

In terms of challenges, 29% of respondents across the 30 countries identified an outdated curriculum as the greatest issue facing their education systems. Other significant challenges included a perceived lack of funding, overcrowded classrooms, and inadequate teacher training. A growing focus on student well-being was also apparent, with 1 in 2 respondents feeling that schools need to prioritise mental health and student support more than they currently do.

Additionally, there is a strong desire for schools to better equip students with knowledge of emerging technologies. Close to 50% of participants agreed that more should be done to teach students about AI, coding, and other technological advancements, reflecting the rising demand for a curriculum that better prepares students for the digital future.

Parents’ perspectives

Interestingly, parents of school-aged children were found to be generally more optimistic than the broader population regarding the state of education in their country. This could suggest that firsthand experience with schools may provide a more nuanced view compared to those without direct involvement in the education system.

Conclusion

The IPSOS 2024 Education Monitoring Report offers a complex picture of global education, where both optimism and caution exist side by side. While many believe that more needs to be done to address technological advancements and student well-being, challenges such as outdated curricula, funding shortages, and the role of social media remain pressing issues for educators and policymakers alike. As countries grapple with these challenges, this report serves as a critical benchmark for understanding public sentiment on the future of education. Full report available here.

The post IPSOS 2024 Education Monitoring Report: 36% support banning AI tools in schools, 1 in 2 call for more mental health support first appeared on EDUtech_talks.

2 September 2024

In a groundbreaking move, a private school in London is set to open the UK’s first classroom where artificial intelligence (AI) replaces traditional human teachers. David Game College, a prestigious institution, will launch this innovative teacherless course for 20 GCSE students this September, signalling a major shift in how education is delivered in the UK.

This pioneering AI-driven classroom leverages cutting-edge technology to offer a highly personalised learning experience. Students will engage with a variety of AI platforms on their computers, coupled with virtual reality headsets, creating a unique and immersive educational environment. The AI system is designed to understand each student’s strengths and weaknesses, dynamically adjusting lesson plans to cater to their specific needs.

For example, topics where a student excels are deferred until the end of the term for revision, while subjects requiring more focus are addressed promptly. This bespoke approach ensures that each student’s educational journey is tailored to their individual learning pace and style, a level of precision and continuous evaluation that co-principal John Dalton believes is beyond the capabilities of even the best human teachers.

“There are many excellent teachers out there, but we’re all fallible,” Dalton stated. “Achieving the level of precision and accuracy, along with the continuous evaluation that AI offers, is incredibly challenging for human teachers.”

The 20 students enrolled in this course will pay around £27,000 per year for the privilege of experiencing this futuristic classroom. Joseph, one of the GCSE students who has been testing the system, expressed his enthusiasm: “A teacher doesn’t really know your flaws because he has so many students. The AI will figure out what your flaws are and help you improve.”

Despite the technological marvel, students will not be left entirely on their own. Three “learning coaches” will be present in the classroom to monitor behaviour and provide support when necessary, ensuring that students still receive some human interaction and guidance.

However, not everyone is convinced that this is the future of education. Chris McGovern, a retired head teacher and former policy advisor who now leads the Campaign for Real Education, cautioned against over-reliance on AI in the classroom. “The problem with AI and the computer screen is that it is a machine, and it’s inert,” McGovern argued. “You’re dehumanising the process of learning, taking away those interpersonal skills and the interaction between pupils and teacher.”

In response to the growing role of AI in education, the government has announced a new initiative to support teachers in integrating AI into their classrooms more effectively. This project will involve creating a bank of anonymised lesson plans and curriculums to train various AI models. These AI tools will assist teachers in marking homework and planning lessons, providing what Stephen Morgan, Minister for Early Education, describes as “a helping hand with classroom life.”

“Artificial intelligence, when made safe and reliable, represents an exciting opportunity to support our schools’ leaders and teachers,” Morgan said.

As AI continues to evolve, the debate over its role in education will likely intensify. Whether this experiment at David Game College will set a new standard for classrooms across the UK or remain a unique case study remains to be seen.

The post London school introduces UK’s first AI-driven classroom first appeared on EDUtech_talks.