Sparking Innovation in STEM Education with Technology and Collaboration

This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative –an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions

Innovating higher education by developing students’ creativity and critical thinking

Conferencia a cargo del Dr. Sthephan Vincent Lacrin, analista senior de Centre for Educational Research and Innovation (CERI). Las instituciones de educación superior tienen que fomentar la creatividad y el pensamiento crítico de sus estudiantes para hacer de ellos mejores ciudadanos, con capacidades pertinentes en el mundo laboral que mejoren su bienestar. ¿Cómo pueden hacerlo en la práctica? Sobre la base de una investigación basada en la práctica, la conferencia Innovating higher education by developing students’ creativity and critical thinking muestra cómo las instituciones podrían usar rúbricas para apoyar a los profesores a rediseñar sus cursos y exámenes, y tratar de desarrollar más intencionalmente la creatividad y el pensamiento crítico de sus estudiantes mientras enseñan su contenido disciplinar habitual y su conocimiento procedimental

Tendencias estadísticas y enfoques teóricos en la educación superior transfronteriza en los países de la OCDE

Este recuadro presenta una síntesis de las principales tendencias cuantitativas y cualitativas de la educación superior transfronteriza en los países de la OCDE.Peer Reviewe

Smart Education Technology: How It Might Transform Teaching (and Learning)

This article highlights the importance of digitalization as a societal trend for education and discusses how artificial intelligence and learning analytics are transforming (or have the potential to transform) educational practices. It showcases the opportunities of smart technologies for education systems and how the work and role of teachers could be affected, before making some forward-looking concluding remarks

Schooling during the pandemic : the experience and outcomes of schoolchildren during the first round of Covid-19 lockdowns

Se ofrece una descripción general inicial de la información disponible sobre las circunstancias, la naturaleza y los resultados de la educación de los escolares durante la primera ola de cierre de escuelas de COVID-19 de marzo a abril de 2020. Se presenta información sobre tres temas interrelacionados: la naturaleza de la experiencia educativa durante el período de encierros y cierres de escuelas; el entorno familiar en el que se imparte la educación de la gran mayoría de los escolares; los efectos sobre la salud mental y los resultados del aprendizaje de los niños durante este período. Los datos provienen principalmente de 5 países (Francia, Alemania, Irlanda, Reino Unido y Estados Unidos) con información adicional sobre algunos aspectos para 6 países adicionales (Australia, Bélgica (Flandes), Canadá, Finlandia, Italia y Holanda).FR

Guidelines for Quality Provision in Cross-Border Higher Education : Where Do We Stand?

The Guidelines for Quality Provision in Cross-Border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The Guidelines are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the Guidelines, this report monitors the extent to which OECD countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The Secretariat has also collaborated with the UNESCO Secretariat to have the questionnaire sent to all UNESCO non-OECD country delegations. Twenty-three responses were obtained from 22 Members: Australia, Austria, Belgium (Flemish and French communities), Czech Republic, Denmark, Finland, Germany, Hungary, Israel, Italy, Japan, Korea, New Zealand, Norway, Poland, Slovenia, Spain, Switzerland, Netherlands, Turkey, United Kingdom, United States; and 9 non-Members: Bulgaria, Colombia, Fiji, Indonesia, Jordan, Kyrgyzstan, Lithuania, Oman, Rwanda. Government representatives were asked to co-ordinate with the other stakeholders covered to answer the survey. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly

Le commerce international de services d'éducation : Est-il bon ? Est-il méchant ?

Le commerce international de services d’éducation au niveau post-secondaire a connu une forte croissance durant la dernière décennie. Il prend la forme traditionnelle de la mobilité internationale des étudiants et des enseignants, mais aussi, de plus en plus souvent, celles de l’investissement à l’étranger d’établissements d’enseignement ou de la fourniture électronique de services d’éducation. Mis en évidence par l’inclusion des services d’éducation dans les négociations de l’Accord général sur le commerce des services au sein de l’Organisation mondiale du commerce, ces développements du commerce international de services d’éducation de niveau post-secondaire suscite beaucoup d’inquiétudes au sein des communautés enseignante et étudiante. Cet article analyse les défis et les opportunités que le commerce international de services d’éducation représente pour les systèmes d’enseignement supérieur des pays industrialisés et des pays en développement et montre la place centrale de la question de la certification internationale de la qualité de l’enseignement. En rupture avec les analyses considérant le marché international de l’éducation comme homogène, l’article défend l’idée que le secteur traditionnel d’enseignement supérieur sera moins touché par ces développements que le secteur de l’apprentissage tout au long de la vie, et qu’il se développera davantage dans les pays en développement que dans les pays industrialisés.