TY - JOUR
T1 - The international science and evidence-based education assessment
AU - DURAIAPPAH, Anantha
AU - VAN ATTEVELDT, Nienke
AU - ASAH, Stanley
AU - BORST, Gregoire
AU - BUGDEN, Stephanie
AU - BUIL, J. Marieke
AU - ERGAS, Oren
AU - FRASER, Stephen
AU - MERCIER, Julien
AU - RESTREPO MESA, Juan Felipe
AU - MIZALA, Alejandra
AU - MOCHIZUKI, Yoko
AU - OKANO, Kaori
AU - PIECH, Christopher
AU - PUGH, Kenneth
AU - RAMASWAMY, Rajiv
AU - CHATTERJEE SINGH, Nandini
AU - VICKERS, Edward
PY - 2021/3
Y1 - 2021/3
N2 - Education is indispensable for the flourishing of people from all backgrounds and stages of life. However, given the accelerating demographic, environmental, economical, socio-political, and technological changes—and their associated risks and opportunities—there is increasing consensus that our current educational systems are falling short and that we need to repurpose education and rethink the organization of learning to meet the challenges of the 21st century. The United Nations Educational Scientific and Cultural Organization (UNESCO) “Futures of Education” initiative was formally launched at the United Nations General Assembly in 2019 to provide such a vision of education for the future. The International Scientific and Evidence-based Education (ISEE) Assessment synthesizes knowledge streams generated by different communities and stakeholders at all levels and scales and will thereby essentially contribute to re-envisioning this future of education. The overall aim of the ISEE Assessment is to pool the expertise from a broad range of knowledge holders and stakeholders to undertake a scientifically robust and evidence-based assessment in an open and inclusive manner of our current educational systems and its necessary reforms. In this commentary, we discuss the aims and goals of the ISEE Assessment. We describe how the ISEE Assessment will address key questions on the purpose of education and what, how, where and when we learn, and evaluate the alignment of today’s education and theory of learning with the current and forthcoming needs and challenges and to inform policymaking for future education. Copyright © 2021 The Author(s).
AB - Education is indispensable for the flourishing of people from all backgrounds and stages of life. However, given the accelerating demographic, environmental, economical, socio-political, and technological changes—and their associated risks and opportunities—there is increasing consensus that our current educational systems are falling short and that we need to repurpose education and rethink the organization of learning to meet the challenges of the 21st century. The United Nations Educational Scientific and Cultural Organization (UNESCO) “Futures of Education” initiative was formally launched at the United Nations General Assembly in 2019 to provide such a vision of education for the future. The International Scientific and Evidence-based Education (ISEE) Assessment synthesizes knowledge streams generated by different communities and stakeholders at all levels and scales and will thereby essentially contribute to re-envisioning this future of education. The overall aim of the ISEE Assessment is to pool the expertise from a broad range of knowledge holders and stakeholders to undertake a scientifically robust and evidence-based assessment in an open and inclusive manner of our current educational systems and its necessary reforms. In this commentary, we discuss the aims and goals of the ISEE Assessment. We describe how the ISEE Assessment will address key questions on the purpose of education and what, how, where and when we learn, and evaluate the alignment of today’s education and theory of learning with the current and forthcoming needs and challenges and to inform policymaking for future education. Copyright © 2021 The Author(s).
UR - https://www.scopus.com/pages/publications/85107128031
UR - https://doi.org/10.1038/s41539-021-00085-9
U2 - 10.1038/s41539-021-00085-9
DO - 10.1038/s41539-021-00085-9
M3 - Articles
AN - SCOPUS:85107128031
SN - 2056-7936
VL - 6
JO - npj Science of Learning
JF - npj Science of Learning
M1 - 7
ER -