ACTIVITY 3: APC Trends in Global education

ACTIVITY 3: APC

Trends in Global education

Speed up & Awareness

Using Week 27 notes and going through videos on:

"Changing education paradigms" by Sir Ken Robinson, 

Global trends: The world is changing faster than at any time in human history Pearson. (2013, April 26). Myself a visual learner would initially like to share these three images on changing trends of global education 

This where we were at the beginning of 21st century 

Acknowledgement: http://www.mtabsurveyanalysis.com/wp-content/uploads/2012/12/iStock_000011272391XSmall.jpg

This is our target for 21st century learning learners are collaborating across the world

Acknowledgement: https://media.licdn.com/mpr/mpr/p/6/005/057/006/07ef439.jpg

The education has always been and will be in state of review and constant reconstruction with the changing global demands and needs of  learner, the only difference I see in current times looking at global trends (from Global trends: Alternative Worlds. National Intelligence Council: US, 2012), is that restructuring is required in current time at faster pace than it happened in past. 

http://mywebodyssey.blogspot.co.nz/2010/09/under-construction-template-for.html

Current Issues in Global Education

To achieve universal primary education:

Globally, 123 million youth (aged 15 to 24) lack basic reading and writing skills; 61 per cent of them are young women. Children who start school late are more likely to drop out before completing their education. Data from household surveys in 22 developing countries (conducted between 2005 and 2010) show that 38 per cent of students starting primary school were at least two years older than the official entry age. Children from poorer households are more likely to delay the start of their education for a number of reasons, including poor health and nutrition and the risks associated with travelling long distances to school. Girls are less likely to start school than boys, but once enrolled, they are more likely to reach the last grade of primary school, except in Western Asia and Eastern Asia. Boys tend to repeat grades more often than girls, which can increase the risk of leaving school early.

Mega trends and their impact on global education

Acknoledgement: http://www.strategy-business.com/media/image/00309_ex1b.gif

Influence of Issues in New Zealand education

Shifting the focus to student-centred learning by:

• identify the needs of students 
• modifying school systems, programmes and resources to meet these needs of the students
• being innovative around students' learning needs 
•  catering for students with diverse needs 
• providing opportunities for creative problem solving 
• working effectively as teams 
•  having strong communication with external agencies, families and whānau 
• using information about students' strengths, interests and needs to develop and review programmes for students
•  Supporting students well to manage transitions within and beyond the school.

Knowledgeably implementing a responsive and rich curriculum:

From secondary school point of view the area that needs to be reflected in classroom planning and school curriculum planning is are NZC principles. A classroom that will be inclusive of these principles will cater well the needs of 21st century. 

Using assessment information to know about, and plan for, students’ learning: 

Teachers must have knowledge of students‟ cultural backgrounds, including their bicultural foundations, so they can ensure that the curriculum which students experience is culturally and ethnically relevant. With a strong knowledge of all of the aspects mentioned above, teachers are well placed to plan a curriculum that links to, and builds on, students‟ interests, strengths, and learning needs. 

Addressing Issues in My Community of Learning:

At my school in order to prepare learners for 21st century huge emphasis on building learning habits of students and students are regularly asked to reflect on the following rubric

In order to prepare teacher to embrace technology in their classroom e-learning group is an effective group represented by mentors from each faculty. These mentors meet regularly to create a e-learning vision for the school and support staff within their individual faculties to provide professional development in ICT. In 2016 e-learning team has stated offering e-certificates to staff on completion of certain basic, intermediate and advanced levels certificates on successful inclusion of ICT tools around google doc, google classroom and moodle in lesson plans and unit plans. In term four about 4-5 hours professional learning time is provided to build new ICT resources or to review the existing ones. Science faculty has stated using SAMR model in their e-learning annual plan.

Student voice has big emphasis at my school in overall school's plan as well as in individual teacher's progression over the year. Teacher’s carryout teaching inquiry project around an area that teacher would like to investigate. During this project a reflective log is maintained and inquiry is shared with colleagues and student voice around this is gathered that assist in analysing the inquiry. In term 3 some of these teaching inquiries are shared all across the school, the most interesting aspects of these presentations are that they are done by students, who share their teacher's inquiry.

Success is promoted through "Positive Behaviour For Learning Group" by promoting the issuing of positive attribute certificate around core values of school "Strive, Connect, Reflect & Respect"  and teacher are encouraged to take selfie with students at the time of issuing these certificates. These selfie photos go on school's display stations all across the school. 

At faculty level there is huge emphasis on making learning relevance to the needs of the learner and to link learning with real world and this must be included in teaching and delivery of lessons on regular basis, so that the learner can see the need of learning of what they are learning. 

Cultural diversity is embraced well during school year by organising cultural expos, cultural night, acknowledging various language weeks and celebrating cultural festivals. Each Maori & Pasifika students work with an individual staff mentor throughout the year to support these students in the overall wellbeing. Whanau Hui and Talanoa nights are organised once a term to build strong connection with whanau and aiga.

Student led homework clubs are run every Wednesday. The house system at college is very strong to create sense of belonging and role of tutor teacher has been very effective since 2014 when Tutor -Parent-student conferencing has been introduced twice each year and tutees set goals annually around three areas: Academic, co-curricular and personal. Tutees are encouraged to reflect on these goals using dream catcher programme regularly. 

Concluding statement

Personally I believe that we certainly do not need to be in a panic stage, we as educationist are trying our best to move forward only thing is we need to do it at faster pace and making sure that it is a collaborative approach among our colleagues, as some of them are still in a fixed mind-set stage, as they are still working with some assumptions like:

•  learning is content driven rather than skills, 
• blaming the learner for not being able to concentrate rather then investigating why things are not working for learner in my classroom
• fear of embracing challenges.

Above all I think Mind lab course should be promoted well so that most schools will have staff ready to embrace 21st century challenges.

   References:

• Bickham, M., Bradburn, F., Edwards, R., Fallon, J., Luke, J., Mossman, D., & Ness, L. A. V. (2008). Learning in the 21st Century : Teaching Today’s Students on Their Terms. International Education Advisory Board, 7–20.
• Education Review Office. (2012). Evaluation at a Glance : Priority Learners in New Zealand Schools August 2012, (August).
• Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf: This report drawn from the panel of experts around the globe provides informative and easy-to-access reading around technology trends that impact on the educational practices and what plan and actions should be done to effectively address the changes.
• OECD. (2016). Trends Shaping Education 2016. OECD Publishing:Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en (this publication can be read online by following its DOI’s hyperlink): This document compiles the analysis of the global trends affecting education and raises relevant questions for education policy makers and practitioners to consider how to act towards those trends.