Today is the United Nations’ International Day of Education (24 January).
Founder & Chairman of the global EdTech – @Cuemath – Manan Khurma, comments:
“The United Nations’ International Day of Education should have everyone focus on global education inequality, and learning losses sustained during the pandemic. We are committed to working towards solving these issues, and agree that education needs a rethink to transform the future.
“Technology plays a crucial role in this journey. We believe that in order for this technology to be more effective, there is a need for more student-teacher interaction. This way, we focus on a personalized learning journey. This not only bridges the education gap, but also ensures student outcomes through fun and intuitive learning. “
Simon Freeman, MD for Education, IRIS Software Group (@IRISSoftwareGrp), comments:
“This International Day of Education calls for education to be creatively re-imagined. We must redefine education’s relationship with technology to ensure digital tools promote inclusion and equality and benefit everyone.
“Solutions need to be targeted at all students, most especially the 258 million children who don’t attend school. Technology has the potential to dramatically expand access to education worldwide, but this will only happen if the public and private sectors join forces and collaborate more closely.
“Teachers and senior leaders are desperate for modern, intuitive, time saving tools. For some time now, the Department of Education has aimed for all schools to have access to a modern broadband infrastructure to support schools’ much-needed move to the cloud. In order to become more agile and future-proof, schools and Trusts need to migrate IT infrastructure to a cloud-based environment where information can be stored safely and accessed from anywhere in real-time.
“Teachers and school leaders need accurate, real-time intelligence in their hands so they can make informed decisions that improve the life chances of students. However, a staggering 90% of school leaders report data and analysis is a significant issue impacting their workload; clearly, more creative solutions are needed. Real-time data can help teachers connect the dots around pupils, ensuring they can uniquely cater to their needs and make interventions count. Cloud software connects this information, bringing individual stories to life across absence, behavior, wellbeing, safeguarding, attainment and progression.
“In all of these areas, we have only just begun to scratch the surface of what is possible. By implementing the right EdTech, schools can move in an agile way to mitigate constantly changing situations and provide long-term stability for teachers, school leaders, students and parents. “
Dr Anantha Duraiappah, Director at UNESCO’s Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), comments:
“When reimagining our education systems, we must start out with the fundamental question: what kind of education is needed and for what kind of society in the future?
“Preliminary results from the International Science and Evidence-based Education (ISEE) Assessment – a two year initiative by the UNESCO category one Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), including over 260 scientists and experts from over 45 countries , and covering more than 10 disciplines to be launched in March 2022 – suggest that an education system designed for human flourishing will lead to better training opportunities for jobs that offer a sense of joy, contribution to society, and fulfillment.
“These findings suggest that any educational system in the future should align curricula, teaching practices and learning evaluations with a ‘whole brain’ notion of neural interconnectedness and combined cognitive, social and emotional learning. A worthy call but the herculean challenge now is to find answers as to how this aspiration is achieved. How is the blueprint for implementation created?
“A key point that has emerged from the ongoing global problems presented by climate change and the COVID-19 pandemic is the importance of rigorous peer reviewed science and evidence for policy making. This also applies to education. Policy not grounded in science and evidence is likely to perpetuate existing insufficient education systems.
“Going forward, let’s chart an educational blueprint for present and future generations of learners that is based on evidence-based science and not reliant on anecdotal data and information.”Recommended1 recommendationPublished in