The International Science and Evidence-based Education Assessment

Duraiappah, Anantha; van Atteveldt, Nienke; Asah, Stanley; Borst, Gregoire; Bugden, Stephanie; Buil, J Marieke; Ergas, Oren; Fraser, Stephen; Mercier, Julien; Mesa, Juan Felipe Restrepo; Mizala, Alejandra; Mochizuki, Yoko; Okano, Kaori; Piech, Christopher; Pugh, Kenneth; Ramaswamy, Rajiv; Singh, Nandini Chatterjee; Vickers, Edward

doi:10.26181/6074cc85b3c79

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The International Science and Evidence-based Education Assessment

journal contribution

posted on 2021-04-12, 22:41 authored by Anantha Duraiappah, Nienke van Atteveldt, Stanley Asah, Gregoire Borst, Stephanie Bugden, J Marieke Buil, Oren Ergas, Stephen Fraser, Julien Mercier, Juan Felipe Restrepo Mesa, Alejandra Mizala, Yoko Mochizuki, Kaori OkanoKaori Okano, Christopher Piech, Kenneth Pugh, Rajiv Ramaswamy, Nandini Chatterjee Singh, Edward Vickers

^{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.}

Funding

This project is funded by the United Nations Educational, Scientific and Cultural Organization-Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP).

History

Publication Date

2021-03-01

Journal

npj Science of Learning

Volume

6

Issue

1

Article Number

7

Pagination

4p.

Publisher

Springer Nature

ISSN

2056-7936

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