Centre for Education Systems’ Post

Regardless of developments, the future of higher Ed, at its core, is students and education. Teaching/education-focused specialists know this, face this, and the new network #TEFA outlined here, is: Inclusive: recognising the diversity in teaching/education-focused roles including levels, disciplines, titles, and workload. Open: co-creating a safe (and brave) space for teaching/education-focused academics who wish to connect and share, including their allies, sponsors, and similar third space colleagues. Visible and Valued: raising awareness of and advancing the important work of teaching/education-focusedacademics across the Australian HE sector. Community-led: For teaching/education-focused academics, by teaching/education-focused academics relying on teaching/education-focused participation and contributions.

This Special Issue of Policy Futures In Education, edited by Wendy Choo and myself, explores how global education policies influence local practices and how local institutions adapt and transform these global initiatives to fit local contexts. https://lnkd.in/g2jQQMB7 

On behalf of research institute LEARN!, the Education University in Hong Kong and ICSEI (the international congress on school effectiveness and improvement), we kindly invite you to the thematic event on 𝐓𝐡𝐞 𝐮𝐬𝐞 𝐨𝐟 𝐞𝐯𝐢𝐝𝐞𝐧𝐜𝐞 𝐟𝐨𝐫 𝐩𝐨𝐥𝐢𝐜𝐲-𝐦𝐚𝐤𝐢𝐧𝐠 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 The event will take place on 24 September 2024 at the Vrije Universiteit Amsterdam The use of research evidence in education has become an important theme in school improvement efforts across the globe. In various countries, national organisations are set up to support schools in using evidence to improve the teaching in the classroom. An area that is however much less developed is the use of evidence for policy making. Given the variation in national education systems, the use of research evidence for the improvement of teaching and learning is likely much less straightforward compared to evidence about interventions in the classroom. What works in some countries may not lead to the same positive outcomes in other countries.   This thematic event will bring together policymakers, practitioners and academics to explore this challenge and consider potential solutions, framed around the question of: 𝐻𝑜𝑤 𝑐𝑎𝑛 𝑡ℎ𝑒 𝑢𝑠𝑒 𝑜𝑓 𝑟𝑒𝑠𝑒𝑎𝑟𝑐ℎ 𝑒𝑣𝑖𝑑𝑒𝑛𝑐𝑒 𝑏𝑒 𝑝𝑟𝑜𝑚𝑜𝑡𝑒𝑑 𝑎𝑛𝑑 𝑒𝑛ℎ𝑎𝑛𝑐𝑒𝑑 𝑖𝑛 𝑝𝑜𝑙𝑖𝑐𝑦 𝑚𝑎𝑘𝑖𝑛𝑔 𝑖𝑛 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛? 💡 We have some interesting speakers who present research and good practices; keynote speakers include Nóra Révai from the OECD, Jonathan Kay from the Education Endowment Foundation (EEF) and Marcela Morales Hidalgo from On Think Thanks ( OTT)   The event has a maximum number of 100 participants so make sure to register soon! You can find the programme and registration link here: https://lnkd.in/gSZpx8KW   We look forward to seeing you there!  

The future of education will be shaped by how we address challenges such as equality and inclusivity. As an advocate for transforming education, my work has focused on improving educational systems through science based curriculums. I've worked with children aged between 7-14 from diverse backgrounds, while using and developing science kits to engage active participation through hands-on experiments. From December 8 to 13, I’ll join global experts in Salzburg, Austria, for the Salzburg Global session on “The Future of Teaching” collaborating to create innovative strategies that will influence education over the next decade. (https://lnkd.in/d7NNTDfR) Read more about the work of Salzburg Global Center for Education Transformation: https://lnkd.in/dHNwyeDU

✨ Professors Kelly Menzel and Bindi Bennett are excited to share insights from our latest chapter on the pressing need to re-Indigenise higher education in Australia - in the Research Handbook on Innovations in Assessment and Feedback in Higher Education Implications for Teaching and Learning, edited by Professor Carol Evans and Dr Michael Waring Westernised and generic models of learning and assessment continue to perpetuate educational inequities for First Nations Peoples. Our work highlights the slow and challenging process of creating a truly inclusive and a-colonial curriculum. We advocate for a philosophical shift that prioritises First Nations approaches, fostering holistic and non-colonial educational spaces. This isn’t just a local issue; it’s a global call for de-westernisation in higher education. In our chapter, we propose actionable steps for developing an a-colonial social work curriculum and assessment methods that honour Indigenous pedagogies. It’s a crucial part of a broader anti-colonial framework that requires commitment from academics, education developers, and universities alike. Let’s work together to ensure that our education systems reflect the richness and diversity of all cultures! 💪🏽📚 https://lnkd.in/gxRpJbrA #ReIndigenise #Education #Equity #IndigenousPedagogies #Decolonisation #HigherEducation

This is an interesting research on the need for @higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. #Higher Education Authority #Higher Ed Facilities Forum (HEFF)

Which 2024 Smithsonian National Education Summit sessions are you looking forward to most? This article in Smithsonian Magazine provides a deep-dive into the three day conference themes. Read more here: https://lnkd.in/edsd-rN7 #SmithsonianEdu

🌍📏 What should we value in education? Join the discussion on the importance of values in measuring educational institutions. Find out why philosophers of education should be part of the conversation in our latest blog post! #EducationValues #PhilosophyMatters #Measurement https://lnkd.in/gsre6CpH

Improving National Education Systems After COVID-19 offers a comprehensive, empirical assessment of COVID-19's impact on education. This open-access book is a critical resource for understanding post-pandemic education reform #Education #COVID19 #PIRLS #PISA https://lnkd.in/e8m95wZv