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12 novembre 2017

Teachers for tomorrow

Anyone flying into Abu Dhabi or Dubai is amazed how the United Arab Emirates has been able to transform its oil and gas into shiny buildings and a bustling economy. But more recently, the country is discovering that far greater wealth than all the oil and gas together lies hidden among its people. If the country would live up to its ambition to be among the world’s 20 leading school systems, as measured by PISA, that would add over USD 5 600 billion to the economy over the lifetime of today’s primary school students, or the equivalent of 9 times the size of the UAE’s economy. More...

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12 novembre 2017

Different, not disabled: Neurodiversity in education

Feeling out of place. Too big, too short, too wise, too ignorant – these are all situations Gulliver experiences in Jonathan Swift’s classic of English literature. Gulliver’s Travels give us an idea of how important our environment is when it comes to defining ourselves. It also gives us a 19th century look into the very modern concept of diversity. More...

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12 novembre 2017

What today’s teachers need to know

The focus of the forum couldn’t be more timely. According to reports by the World Economic Forum, one-third of the skillsets required to perform today’s jobs will be entirely redundant by 2020. And experts assert that nearly two-thirds of children entering primary school today will end up working in jobs that do not yet exist. More...

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12 novembre 2017

Closing Italy’s skills gap is everyone’s business

Today, Italy is facing a skills gap. OECD Surveys measuring the skills of 15 year-olds (PISA) and adults between the ages of 16 and 64 years old (Survey of Adult Skills, PIAAC) have detected a significant shortfall in skills compared with other countries. Despite progress achieved over the past decade, young Italians’ PISA scores in literacy and science are still relatively low compared with the OECD average. Adults display an even larger skills gap compared to their peers in other OECD countries. More...

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12 novembre 2017

Why innovation becomes imperative in education

Since Harvard economists Goldin & Katz published their ground-breaking book The Race between Technology and Education (2008), education has come face-to-face with the challenges of a world continuously altered by technological innovation. Education is generally perceived to be a laggard social system, better equipped to transmit the heritage of the past than to prepare for the future. This perception is not entirely accurate; OECD/CERI work on Measuring innovation in education (2014) demonstrates that education is a system that is not change-averse. More...

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12 novembre 2017

Why it matters if you can't read this

Adults who lack basic skills – literacy and numeracy – are penalised both in professional and private life. They are more likely to be unemployed or in precarious jobs, earn lower wages, have more health issues, trust others less, and engage less often in community life and democratic processes. More...

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12 novembre 2017

Education reform in Wales: A national mission

This week, as Wales’s Education Secretary, I published our new action plan for the next four years. Entitled ‘Education in Wales: Our national mission’, it builds on the strong foundations already in place in our system. But we are setting the bar even higher, ambitious as we are in our expectations for our young people, for our teaching profession and for our nation. More...

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12 novembre 2017

Why teaching matters more than ever before

Teaching and learning lie at the heart of what it means to be human. While animals teach and learn from each other through direct demonstration, observation and experience, humans are unique in their ability to convey vast quantities of information and impart skills across time and space. We are also, as far as we know, unique in our ability to engage in and convey our thinking around abstract concepts such as governance, justice and human rights. More...

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12 novembre 2017

Advocating for equality among schools? Resources matter

Disadvantaged students don’t have as many resources at home as their advantaged peers so ideally schools would need to compensate by providing more support. However, often schools reinforce social disparities rather than moderate them. The latest PISA in Focus brief reveals that students in socio-economically disadvantaged schools are less exposed to learning environments and educational resources that matter most for science performance. More...

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11 novembre 2017

2030 began yesterday

On 25 September 2015, 193 countries agreed to 17 Sustainable Development Goals (SDGs) that seek to ‘’end poverty, protect the planet and ensure that all people enjoy peace and prosperity.’’ More...

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