2019: Generation AI Establishing Global Standards for Children and AI

  • Title: 2019: Generation AI Establishing Global Standards for Children and AI
  • Author: World Economic Forum
  • Description: Artificial intelligence (AI) carries with it the promise of enhancing human potential and improving upon social outcomes where existing systems have fallen short. Numerous risks and uncertainties, however, must be addressed as AI continues to evolve and integrate into public and private decision-making systems that define the world and, in particular, the world of opportunity for the people born to it. As digital natives, perhaps no group will be more affected by AI than children. It thus warrants special care to ensure that it is built to uphold children’s rights and maximize their developmental growth.
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  • Pages: 17

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    2019: China education development report 2018

  • Title: 2019: A new era of education: China education development report 2018
  • Author: Deloitte China
  • Description: With the adjustment of Chinese population structure and consumption upgrade in domestic market, education consumption has been playing an increasingly important part in China's household consumption, which allows China's education market to maintain the positive development situation. In this report, it is predicted that the scale of China's education market will hit RMB2.68 trillion in 2018. By 2020, the market of private education will grow to RMB3.36 trillion, driven by a favourable policy environment and, in particular, an eager capital market. We have seen 8 education companies going public in Hong Kong and the U.S during the period from the beginning of the year 2018 to early August. By June 2018, 137 deals have been made in the education market, with total investments (USD2.57 billion) surpassing that of the entire 2017. The surge has demonstrated great vitality and unbounded potential of China's education market. There is a pressing need for international schools to be upgraded, as they are at the forefront of changes. With China's rapid economic growth and accelerated pace of globalization, Chinese parents are spending more on children's education as their expectations rise, and they are becoming more appreciative of the integration of Chinese and foreign educational philosophies and teaching methods. The focus of education is shifting from examination performance to self-driven learning. Today, parents send their children to school for the purpose of adapting to a constantly evolving world, instead of learning for learning's sake. International schools should put themselves in a broader ecosystem in order to nurture talents for the future. The development of education industry is driven by technological innovations. In the government work report delivered to National People's Congress in 2018, Chinese Premier Li Keqiang stressed the importance of creating bigger and stronger emerging industrial clusters, implementing big data development action plan, stepping up next-generation artificial intelligence R&D and application, and advancing the Internet Plus model in various fields like health care, eldercare, education, culture and sports. Advancements in big data, AI and stereoscopic technologies may help us alleviate uneven distribution of resources and other issues in the education industry. Now, we need to respond to a significant challenge: how can we leverage new technologies to empower education in a more effective way? The future education industry will witness a rise of opportunities as well as challenges. Compared with traditional schools, education organizations will be subject to a more complex environment. These organizations will need to create, transmit and apply knowledge in a manner that aligns with the natural process of learning, while meeting market demand and ensuring profitability. In this scenario, challenges will mount in talent development, operational efficiency improvement and risk management. As the education market becomes increasingly affected by inflow of capital and commercial factors, education organizations will need to ensure market growth, further expansion and improved delicacy management without compromising their core competitiveness and quality of education, if they want to thrive in the face of tomorrow's opportunities and challenges.
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  • Pages: 62

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    2019: Children and Young People Financial Capability Deep Dive

  • Title: Children and Young People Financial Capability Deep Dive: Parenting
  • Author: Dr Gavan Conlon, Viktoriya Peycheva and Wouter Landzaat (London Economics)
  • Description: The experiences children and young people have growing up, and what they learn about money during that time, have a profound effect on their chances of having good financial capability later in life. Parents and carers are central to children’s development, but the detail of the influence of parents on children’s financial capability has never been explored in depth. This study uses the Money Advice Service’s Children and Young People Financial Capability Survey to examine the links between parental financial capability, attitudes and behaviours around how they show, talk, and teach their children about money, and their children’s financial capability. It reveals significant new findings around the importance of parents, helps us understand more about which parents and children may benefit from additional support, and helps identify the ways parents (and those practitioners who support them) can take actions that are likely to link to better financial capability for their children.
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  • Pages: 31

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    2019: Education on the Belt and Road

  • Title: Education on the Belt and Road
  • Author: The British Chamber of Commerce in China
  • Description: As BRI education projects have grown in scale and scope, the need for a set of standards for such projects has become increasingly expedient. These would act as guiding principles for new and established BRI partnerships, clarifying best practice and upholding the ideals laid out in ‘The Education Action Plan for the Belt and Road Initiative’. The BritCham Education Forum has outlined nine benchmarks that are divided into three broad areas. Benchmarks for knowledge exchange, quality and congruence will ensure high standards and rigour in the education delivered by BRI partnerships. Benchmarks for transparency and accountability, reciprocity and diversity of involvement will ensure projects are carried out in the spirit of fiscal responsibility and opportunity. Benchmarks for local engagement and empowerment, economic sustainability and environmental sustainability will ensure the outcomes of BRI partnerships are both ethical and sustainable. We believe that incorporating these benchmarks will support businesses in delivering projects with a far-reaching and lastingly-positive impact on the countries involved.
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  • Pages: 56

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    2019: DQ Global Standard Report 2019

  • Title: 2019: DQ Global Standard Report 2019
  • Author: DQ Institute
  • Description: One of the most serious issues is the worldwide, high prevalence of cyber-risks among children such as cyberbullying, technology addiction, on- line grooming, the spread of digital misinformation, privacy invasion, security threats, and many others. According to the 2018 DQ Impact Report, more than 50% of 8- to 12-year-old children across 29 countries have been involved in at least one of the following cyber-risks: cyberbullying, video game addiction, offline meetings, and online sexual behavior12. This report addressed the imperative to equip children with a holistic set of digital life skills to become eth- ical and discerning digital citizens who can proac- tively mitigate various cyber-risks, while maximizing the potential of technology. On the other hand, the WEF’s 2018 Future of Jobs report8 stressed an “upskilling imperative” for the workforce in an increasingly digitized world. Without a doubt, a workforce sufficiently equipped with a comprehensive set of digital competencies would have a greater chance of standing to gain from new job opportunities arising from technological ad- vances. However, a lack of digital competencies among adults is another big issue for industries and nations. A digital skills readiness report published in 2016 by the UK Science and Technology Committee of the House of Commons concluded that 23% of the adult population in the UK lacks basic digital skills, which cost the national economy an estimated 63 billion pounds per year in lost GDP – a situation which the report referred to as a “digital skill crisis”16. In summary, the digital competencies should include not only the technical skills one might expect but also comprehensive competencies that include digital safety, digital rights, and digital emotional intelligence. In other words, these competencies should allow people to not just use a computer or smartphone, but to deal with the modern social and economic challenges and demands resulting from technological advances.
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  • Pages: 59

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    2019: Reconceptualizing and Repositioning Curriculum in the 21st Century

  • Title: Reconceptualizing and Repositioning Curriculum in the 21st Century A Global Paradigm Shift
  • Author: Mmantsetsa Marope
  • Description: This is the first of a series of normative documents intended to guide the future of curriculum at a global level. Other documents so far prepared for the series focus on: future competences and the future of curriculum; transforming teaching, learning and assessment to suit com- petence-based curricula; and creating enabling systemic environments for effective implementation of competence-based curricula. More oper- ational documents will be prepared in the course of 2018 to guide the application of the normative ones. This first Document calls for a global paradigm shift for curricu- lum. In the new paradigm, curriculum is reconceptualized and repo- sitioned to best meet current and future challenges and opportunities. Key drivers of change in the 21st century that impel the reconceptual- ization and repositioning of curriculum are outlined. The Document sets off with an acknowledgement of existing conceptualizations of curriculum, but argues that they understate its significance, role, and potential impact in the 21st century. It notes that current conceptual- izations position curriculum almost exclusively within the education sector; tightly associate it with general education (K-12), with children of K-12 age, and with schools. This further limits the significance, role, and impact of curriculum. Curriculum is much more than that. This Document therefore offers a new definition of curriculum that rids it 9 of its current limitations and better aligns it with the new paradigm. Curriculum is herein defined as a dynamic and transformative articu- lation of collective expectations of the purpose, quality, and relevance of education and learning to holistic, inclusive, just, peaceful, and sustain- able development, and to the well-being and fulfillment of current and future generations. The Document underscores that attaining and sustaining current and future relevance demands curricula to set out competences that learners (both young and old) require to thrive, to be fulfilled, and to drive individual, national, and global development within fast chang- ing and mostly disruptive 21st century development contexts. It notes that the fourth Industrial Revolution (Industry 4.0) is an unstoppable accelerant to the complexity and velocity of change in the 21st centu- ry. This places more demands on curricula to sustain the relevance of competences within contexts of rapid change. The second Document in the series therefore presents in detail future competences and the future of curriculum. It argues that sustained development-relevance of competences demand curricula to not only adapt to contextual changes, but more importantly, to stimulate and lead change. It also broadly conceives development as holistic, inclusive, just, and sus- tainable. This Document acknowledges that the articulation of curriculum is both a political and technical process that engages a broad base of stakeholders, and engenders stakeholder support and ownership. Credible curricula processes are necessarily inclusive and consulta- tive. Involved stakeholders reach far beyond the boundaries of the education sector and of technical experts in education. They include professional, local, national, and global communities at large. This is because curricula determine the fate of individuals, communities, countries, and the world, by determining what, why, when, and how people learn. The new paradigm recognizes curriculum as a more dynamic, com- plex, and multi-dimensional concept than its current conceptualiza- tions portray. It therefore calls for a reconceptualization of curriculum along the following key dimensions: • the first operational tool for ensuring the sustained development- relevance of education and learning systems; • a catalyst for innovation, disruption, and social transformation; • a force for social equity, justice, cohesion, stability, and peace; • an integrative core of education systems; • an enabler of lifelong learning; • a determinant of the quality of education and learning; • a determinant of key cost drivers of education and learning systems; and • a lifelong learning system in its own right. This document points out that each of the eight dimensions implies a repositioning of curriculum at a sectoral, national, and global level. It cautions that some of the dimensions have potential risks, and outlines necessary considerations and potential risk mitigations. This first document also anchors the rest of the documents in the series, which seek to guide the operationalization of the new paradigm.
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  • Pages: 23

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    2019: Teacher Mindsets

  • Description: As the education sector increasingly focuses on students’ social and emotional skills, a growing body of research points to the importance of teachers to that dimension of student learning. Through the messages they send and the experiences they provide in classrooms, teachers shape students’ psychological experiences of schooling, their motivation to learn, and their achievement levels. FutureEd Senior Fellows Craig Wacker and Lynn Olson explore the critical role that teachers’ attitudes, beliefs, and practices play in fortifying students’ investment in learning in this new FutureEd report. They examine the new findings on “teacher mindsets” and profile schools at the forefront of efforts to shift adult perceptions and practices in ways that strengthen students’ view of themselves as learners and their motivation to learn. We’re grateful to the many researchers who contributed to the project. Greg Walton of Stanford generously provided us with valuable feedback on a draft of the report. And we are grateful to Amana Academy in Alpharetta, Georgia, part of the EL Education Network, Urban Assembly Media High School in New York, part of the Urban Assembly network, and Mission High School and MLK Jr. Middle School in the San Francisco Unified School District for inviting us into their classrooms. Phyllis Jordan, Molly Breen and Jackie Arthur of FutureEd’s editorial team did a great job producing the report. And the Barr Foundation, the Carnegie Corporation of New York, and Lucas Education Research at the George Lucas Educational Foundation made the work possible. Thomas Toch Director, FutureEd
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  • Pages: 30

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    2019: Artificial Intelligence in Education

  • Title: 2019: Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development
  • Author: UNESCO
  • Description: Artificial Intelligence is a booming technological domain capable of altering every aspect of our social interactions. In education, AI has begun producing new teaching and learning solutions that are now undergoing testing in different contexts. This working paper, written for education policymakers, anticipates the extent to which AI affects the education sector to allow for informed and appropriate policy responses. This paper gathers examples of the introduction of AI in education worldwide, particularly in developing countries, discussions in the context of the 2019 Mobile Learning Week and beyond, as part of the multiple ways to accomplish Sustainable Development Goal 4, which strives for equitable, quality education for all. First, this paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve educational equity and quality in the developing world. Next, the paper explores the different means by which governments and educational institutions are rethinking and reworking educational programmes to prepare learners for the increasing presence of AI in all aspects of human activity. The paper then addresses the challenges and policy implications that should be part of the global and local conversations regarding the possibilities and risks of introducing AI in education and preparing students for an AI-powered context. Finally, this paper reflects on future directions for AI in education, ending with an open invitation to create new discussions around the uses, possibilities and risks of AI in education for sustainable development.
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  • Pages: 48

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