2015: Entrepreneurship in Education

  • Title: 2015: Entrepreneurship in Education: What, Why, When, How
  • Author: OECD, European Commission
  • Description: 1. The idea of infusing entrepreneurship into education has spurred much enthusiasm in the last few decades. A myriad of effects has been stated to result from this, such as economic growth, job creation and increased societal resilience, but also individual growth, increased school engagement and improved equality. Putting this idea into practice has however posed significant challenges alongside the stated positive effects. Lack of time and resources, teachers’ fear of commercialism, impeding educational structures, assessment difficulties and lack of definitional clarity are some of the challenges practitioners have encountered when trying to infuse entrepreneurship into education.
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  • Pages: 36

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    2017: The next era of Composite Graphics human|machine Partnerships

  • Title: 2017: The next era of Composite Graphics human|machine Partnerships
  • Author: Institute for the Future (IFTF), Dell Technologies
  • Description: we set out with 20 experts to explore how various social and technological drivers will influence the next decade and, specifically, how emerging technologies will recast our society and the way we conduct business by the year 2030. As a result, this outlook report concludes that, over the next decade, emerging technologies will underpin the formation of new human-machine partnerships that make the most of their respective complementary strengths. These partnerships will enhance daily activities around the coordi- nation of resources and in-the-moment learning, which will reset expectations for work and require corporate structures to adapt to the expanding capabilities of human-machine teams.
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  • Pages: 23

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    2019: The Future of Education and Skills Education 2030

  • Title: The Future of Education and Skills Education 2030
  • Author: OECD
  • Description: We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions. To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and self- regulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet. Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions: ● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world? ● How can instructional systems develop these knowledge, skills, attitudes and values effectively? This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system. Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cutting- edge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch.
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  • Pages: 21

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    2019: Global Education Report

  • Title: Migration, displacement and education: BUILDING BRIDGES, NOT WALLS
  • Author: The Global Education Monitoring Report
  • Description: The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be “the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs” with the responsibility to “report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review”. It is prepared by an independent team hosted by UNESCO. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The Global Education Monitoring Report team is responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Overall responsibility for the views and opinions expressed in the Report is taken by its Director.
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  • Pages: 62

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    2019: EdTech Digest 2019-2020

  • Title: EdTech Digest 2019-2020
  • Author: EdTech Digest
  • Description: Something magical is afoot in the realm of learning and education. It relates to the idea, famously posed by Arthur C. Clarke, “Any sufficiently advanced technology is indistinguishable from magic.” It coincides with a greater awareness of what it means to be human in a machine age. And it has everything to do with the realization of our own humanity in the face of forces that might attempt to subvert that through nefarious means. There was once a great enlightenment where rational thought and human improvement reigned. Today’s schools of thought and practice—have an opportunity to draw deeply from such an age of reason, and even more deeply from the sort of science seen ‘a long time ago in a galaxy far, far away’ and increasingly appearing in our midst. But with one exception: now, we have an opportunity to do it better than before. On the cusp of a new age, let’s make our learning come alive to serve us all better, and in so doing, may we draw most deeply not from our devices, apps, and platforms, but from the inexorable power of each other.
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  • Pages: 62

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    2019: Global Skills Index 2019

  • Title: Global Skills Index 2019
  • Author: Coursera
  • Description: Welcome to the inaugural edition of the Coursera Global Skills Index, an in-depth look at skills around the world. This report comes at a critical time— as the Fourth Industrial Revolution of automation and artificial intelligence are transforming the world of work. With technology advancing faster than humans can adapt, the skills required to do most jobs are evolving quickly—a real challenge to the careers, companies, and countries that are fueled by them. In order to keep pace with this change, governments and businesses must upskill their workforces to build, manage, and leverage new technologies. To guide workforce development decisions, they must first understand how the skills of their populations stack up in Business, Technology, and Data Science— the fundamental skill domains of the future. With Coursera’s Global Skills Index, they now have the insights to do just that. With 38 million learners and over 3,000 courses from the world’s top universities and industry educators, Coursera has one of the largest skills databases. This first edition of the Coursera Global Skills Index draws upon our rich talent insights to benchmark 60 coun- tries and 10 industries across Business, Technology, and Data Science skills. This report is a unique, data-driven perspective on the global skills market. In the Coursera spirit of transforming lives through learning, we hope it serves as a beacon for governments, businesses, and indi- viduals as they set out to upskill their workforce and transform for a new tomorrow.
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  • Pages: 49

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