Creating Education Systems Coherent for Learning Outcomes

2015 ◽  
Author(s):  
Lant Pritchett
Keyword(s):  
Learning Outcomes ◽  
Education Systems

AI Diagnosis: Rise of AI-Powered Assessments in Modern Education Systems

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Diksha Yadav ◽  
Rajdeep Dey ◽  
Piyush Gupta
Keyword(s):  
Artificial Intelligence ◽  
Literature Review ◽  
Learning Outcomes ◽  
Current Literature ◽  
Education System ◽  
Assessment Tool ◽  
Education Systems ◽  
Modern Education ◽  
Integrative System ◽  
Comprehensive Literature Review

The literature on the limitations on the current archaic education system is limitless, the consequences of which have only been exacerbated in the current lockdown scenario. The timed evaluations have not only failed as an assessment tool during these times but research has shown there are increased rates of using unfair means and proctoring as a result. Not only was the system faulty to begin with, it is failing miserably under current lockdown situations. Simultaneously the current literature keeps positing that since technology has become an integral part of our life already, it would not be long before technology integrates with education and assessments. Taking into consideration the need and potential of an integrative system, this paper aims to explore how artificial intelligence can be effectively introduced into education and improve learning outcomes. The paper performs a Comprehensive Literature Review (CLR), and analyses data based on the framework developed by Onwuegbuzie and Frels (2015). The paper thus reviews literature with the aim to explore current models of AIEd and relevant psychological concepts relating to learning and career outcomes. 

Learning outcomes between learner centredness and institutionalisation of qualification frameworks

2018 ◽  
Vol 17 (2) ◽  
pp. 172-188
Author(s):  
Odd B Ure
Keyword(s):  
Learning Outcomes ◽  
National Level ◽  
Policy Instruments ◽  
Education And Training ◽  
Learning Theories ◽  
Educational Institutions ◽  
Work Organisation ◽  
Education Systems ◽  
Pedagogical Debate ◽  
And Training

This article investigates what is claimed to be a shift towards national and European education systems based on Learning Outcomes (LO). We propose to delineate LO into three instruments (pedagogical, policy and organisational). When LO are related to a pedagogical debate, they can easily be positioned to constructivist learning theories in which the centredness of the learner is brought to the fore. This perspective is often emphasised by EU institutions and agencies when outlining implications for education and training practices. At the same time, LO are inscribed in a package of policies playing out at a national and cross-national level whose success lies in their political and organisational ramification. Of particular importance is how these policies change rules and procedures of educational institutions, notably curricula and the awarding of qualifications. Within this picture of learner centredness and institutionalisation, LO in the existing literature are analysed as pedagogical and policy instruments. This article proposes to add a third perspective, that of considering LO as an organisational instrument. This implies studying the work organisation of educational institutions, as well as the bodies and agencies (‘quangos’) of importance for bringing about LO. Another aspect which the notion organisational instrument can shed light on is the continuing efforts to improve the performance of education systems by means of quality control and auditing procedures. The article concludes that policy-making for education and training will benefit from studies able to accurately determine the nature of the instruments deployed in the ongoing discourse on LO. Against this background, some implications for future studies and analyses in the field of education and training are drawn.

scholarly journals Celebrating the Raising Learning Outcomes Programme

2020 ◽  
Keyword(s):  
Learning Outcomes ◽  
Research Programme ◽  
Strategic Partnership ◽  
Education Systems ◽  
Systems Research ◽  
Selection Of

This booklet profiles a selection of the research and impact funded by the ESRC-FCDO Strategic Partnership through the Raising Learning Outcomes in Education Systems Research Programme. This collection of resources highlights the opportunities and collaborations that arise during the course of research and the multiple, unique and sometimes surprising paths to achieving impact.

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning

2021 ◽  
Author(s):  
Jonathan London
Keyword(s):  
Political Economy ◽  
Learning Outcomes ◽  
The Political ◽  
Social Environments ◽  
Education Systems ◽  
Public Governance ◽  
Cultural Elements ◽  
National Priority ◽  
And Performance ◽  
Political Commitments

Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.

scholarly journals Systems Research in Education: Designs and methods

2019 ◽  
Vol 14 (1) ◽  
pp. 7-29
Author(s):  
Bronwen Magrath ◽  
Monazza Aslam ◽  
David Johnson
Keyword(s):  
International Education ◽  
International Development ◽  
Learning Outcomes ◽  
Social Research ◽  
Research Programme ◽  
Education Systems ◽  
Ongoing Research ◽  
Comparative And International Education ◽  
Systems Research ◽  
Research In Education

This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.

scholarly journals Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative

2018 ◽  
Author(s):  
Vanessa Peters ◽  
Barbara Means ◽  
Maria Langworthy ◽  
Phil Neufeld ◽  
Ryan Coe ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Personalized Learning ◽  
Lessons Learned ◽  
Education Systems ◽  
Early Success ◽  
Unique Aspect ◽  
Teachers And Students ◽  
Second Year

Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.

scholarly journals El acompañamientos a docentes principiantes. Análisis y resultados de un programa de inducción

2020 ◽  
Vol 28 ◽  
pp. 108
Author(s):  
Carlos Marcelo ◽  
María Altagracia López Ferreira
Keyword(s):  
Latin America ◽  
Learning Outcomes ◽  
School Principals ◽  
National Level ◽  
Developed Countries ◽  
Induction Programs ◽  
Education Systems ◽  
Induction Program ◽  
High Satisfaction ◽  
Beginner Teachers

The induction of beginner teachers into teaching has been a theme present in educational research for decades. To help beginner teachers overcome their problems and learn the language of practice, education systems have established what has been called teaching induction programs. Education systems in Latin America have incorporated teaching induction later than the rest of the more developed countries. In this article we present the development and results of an induction program that is being developed at the national level in the Dominican Republic. The article presents the results based on the satisfaction levels of teachers, escorts and school principals and analyses, using a variety of instruments, some learning outcomes of beginner teachers. The results show high satisfaction of the participants with the program and a significant improvement of the beginner teachers at the end of the program. It also highlights some aspects of improvement needed to implement for its sustainability.

Sign in / Sign up

Export Citation Format

Share Document