8 October 2024

In the heart of Bonn, Germany, a unique educational institution has captured the spotlight for its groundbreaking approach to learning. The Siebengebirgsschule, or Seven Hills School, recently won the prestigious German School Award for its innovative methods in special education. German Chancellor Olaf Scholz personally honoured the school, praising its efforts to support students who struggle in mainstream education settings.

Alternative learning for better outcomes

With a mission to empower children “overwhelmed by mainstream schools,” the Siebengebirgsschule stands out for its combination of traditional and alternative educational practices. The school provides its 290 students with a learning environment that prioritises freedom and creativity. Pupils can choose where they feel most comfortable to study, moving freely throughout the school’s various learning studios, creative workshops, and study halls. All learning materials are provided digitally via iPads, making education more flexible and accessible.

One of the school’s standout features is its use of a digital ‘pin board’, which allows teachers to monitor where students are at any given time. This ensures students have the freedom to explore different environments while maintaining structure and support. Additionally, students can book personal consultation hours with teachers whenever they need extra help, further enhancing their learning experience.

Blending regular and special education for success

The Siebengebirgsschule’s success lies in its ability to blend traditional educational guidelines with personalised learning methods. By offering a curriculum that allows students to earn certificates while also preparing them for the job market, the school bridges the gap between special education and future employability.

Thorsten Bohl, spokesperson for the German School Award jury, highlighted the school’s impact: “The Siebengebirgsschule takes in children who are overwhelmed by mainstream schools and enables them to find their way back into learning, discover their talents, and achieve outstanding results.”

A regional success story

The Bonn-based school is part of a broader success in the state of North Rhine-Westphalia (NRW), where three other schools were also recognised with prizes. NRW Schools Minister Dorothee Feller praised the schools for creating environments that foster personal well-being, social interaction, and a love of learning.

The success of the Siebengebirgsschule serves as an inspiring example of how alternative educational approaches can make a difference in students’ lives, proving that with the right support, all children can achieve academic and personal success.

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5 July 2024

Nord Anglia Education, a global international education group with 88 schools worldwide, has released its latest EdTech analysis, revealing unprecedented levels of engagement on its online learning platforms during the first half of 2024.

Data shows a significant rise in activity, with Global Campus, Nord Anglia’s online learning platform, recording 913,379 views and 22,752 posts. This represents a 79% increase in views and a 33% increase in posts compared to the same period in 2023.

Global Campus serves as a hub for students to participate in extracurricular programs and collaborate with peers globally. Activities available on the platform range from art competitions to challenges hosted by MIT and Juilliard, as well as language exchanges and social impact initiatives.

Anita Citeroni, Nord Anglia’s Programme Manager for Global Campus, highlighted the importance of engaging educational content. “The growth we’ve recorded in 2024 underscores the extent to which online learning is now second nature for students. The critical part to building strong engagement is in creating educational content that encourages curiosity, creativity, and collaboration.”

The platform is not just for students; Nord Anglia’s 16,000+ staff and teachers also benefit from online resources through Nord Anglia University (NAU). The platform supports professional development and peer engagement across the organisation. In the first half of 2024, NAU usage increased by 17% compared to the same period last year.

Simon Kear, Assistant Director of Online Learning at Nord Anglia, attributed the growth to the quality of user-generated content and the practical nature of the learning materials. “The significant engagement we saw at the start of the academic year has continued, and we’re now at record levels. A major driver is our focus on our world-class teachers—who are subject-matter-experts—sharing user-generated content and bitesize learning. Nord Anglia teachers love this because the learning is fit for purpose, highly relevant to their roles, and presented in a way that suits their busy teaching schedules.”

The surge in online engagement underscores the evolving landscape of education, where digital platforms play a crucial role in enhancing learning experiences for students and educators alike. ​

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31 May 2024

Nord Anglia Education has unveiled significant insights on the integration of artificial intelligence (AI) and metacognitive strategies within their educational institutions, featured in their latest global publication, INSIGHTS.

At Nord Anglia’s British International School in Kuala Lumpur, AI technology has been harnessed to create an AI-powered teaching assistant. This assistant personalises learning, guides students through content exploration, and deepens understanding through interactive activities. Students define the topics and course specifications, and the AI facilitates a conversational exploration of the content, allowing for real-time questions and answers. Dr. Bruce Geddes, Deputy Head of Secondary at the school, emphasised AI’s transformative potential, stating, “AI represents the biggest opportunity we’ve had in our lifetimes, for many, many spheres, but particularly in education.”

In New York, Avenues: The World School integrates AI into student projects, such as using ChatGPT for app development. Students generate most of the coding through AI, then review and refine it. Lia Muschellack, Director of Technology at the school, highlighted the efficiency gained, noting that “hours of manual work [is saved] by leveraging the appropriate tool in an academically appropriate way.” Additionally, the school’s generative AI chatbot, Savvy, powered by open AI technology since 2019, provides information, answers queries, and engages in diverse discussions.

Muschellack stressed the importance of AI familiarity for students, explaining, “We understand that our students will be actively leveraging these tools throughout their academic and professional pathways, so we want to make sure they not only understand the potentials and limitations but that they have tinkered and truly experienced them.”

Nord Anglia Education is also advancing its approach to metacognition, helping teachers introduce metacognitive strategies into classrooms. The organisation has developed a metacognitive framework of six “Learner Ambitions” aimed at fostering critical, creative, committed, and curious learners who work compassionately and collaboratively. This framework seeks to develop student agency, boost academic performance, and cultivate future skills desired by employers. Initially, this approach is being applied across 27 Nord Anglia schools globally, with its impact to be evaluated in an independent research partnership with Boston College, reporting in 2025.

In exploring personalised goals and thinking routines, Nord Anglia International School Hong Kong implements the “Step In, Step Out, Step Back” routine to nurture empathy and understanding in studies. Raquel Thomson, Deputy Head of Primary, highlighted the significance of asking profound questions, stating, “Thinking strategies like this stay with students and serve a purpose whatever they do in their lives, whether they choose to be a scientist or a teacher or to go into business.”

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14 February 2024

In an era where data drives progress, it’s alarming to discover that nearly half of the world’s countries are falling short in measuring children’s learning levels as they traverse through their educational journey. Shockingly, this means that a staggering 680 million children have had their educational achievements go unmeasured. These findings shed light on a global issue that demands immediate attention.

Particularly concerning are regions like Central and Southern Africa, as well as parts of sub-Saharan Africa and Eastern and South-Eastern Asia, where a vast majority of children have never undergone assessments of their reading skills upon completing primary or secondary school since 2015. This lack of data not only hampers educational progress but also makes it challenging to formulate targeted interventions to address learning disparities.

Audrey Azoulay, Director-General of UNESCO, underscores the urgency of the situation, emphasising that with just under a decade until 2030, over half a billion children’s learning levels remain unknown. Additionally, 40% of countries struggle to report on the qualification levels of their teachers. She stresses the need for consensus on data collection to ensure that every child’s educational journey is accounted for, bringing them into the broader educational landscape.

Fortunately, organisations like the UNESCO Institute for Statistics have been working tirelessly to bridge these data gaps. Through innovative approaches and new models, they have significantly increased the number of countries reporting on government education spending, from 62% to an impressive 98%. These efforts have yielded valuable insights, revealing previously unreported data on out-of-school children in countries like Nigeria, Ethiopia, and Kenya, where data had not been updated for over a decade.

UNESCO has rolled out two ground-breaking tools aimed at reducing persistent data gaps and enhancing policy-making analysis. The LASER tool, for instance, meticulously maps out existing data gaps by country, pinpointing areas crucial for educational progress. Meanwhile, the Assessment of Minimum Proficiency Level tool offers countries a cost-effective and efficient means of filling data voids on children’s learning levels. Comprising 20 straightforward questions, this tool can be seamlessly integrated into existing national and cross-national assessments, providing critical insights within a short timeframe.

As the global community strives to attain the Sustainable Development Goal on Education, addressing the challenge of inadequate data becomes paramount. UNESCO’s concerted efforts in this regard are noteworthy, yet significant obstacles persist. By adopting a collaborative approach and leveraging innovative tools, we can advance towards a more equitable and inclusive educational landscape, where every child has the opportunity to thrive and succeed.

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Meet Camellia, an innovative educator and Vice Principal at Vinschool, Vietnam’s largest education network. In this insightful interview, she shares experiences from a diverse panel discussion on personalised education at EDUtech Asia 2023, emphasising the importance of collaboration and diverse ideas.

Camellia speaks on the transformative role of Artificial Intelligence in education, addressing challenges like digital literacy and data privacy. Looking ahead, she underscores the need for a mindful approach to emerging technologies, focusing on sustainability and the well-being of educators and students in this rapidly changing educational landscape.

Speaker – Camellia Dang, Vice Principal, Vinschool, Vietnam

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4 January 2024

In the fast-evolving landscape of Southeast Asia, the influence of digital technology on education has taken centre stage, challenging traditional priorities and practices. The recently released UNESCO Global Education Monitoring (GEM) Report for the Southeast Asia region, produced in collaboration with the Southeast Asia Ministers of Education Organization (SEAMEO) and the EdTech Hub, sheds light on the transformative journey catalysed by digitalisation in the education sector across 11 countries.

The GEM report is a mechanism for monitoring and reporting on Sustainable Development Goal (SDG) 4, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, and on education in the other SDGs. 2023’s report acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed.

Digital surge: a catalyst for change

Characterized by diverse contexts, Southeast Asia has witnessed an unprecedented surge in digital technology applications. With an estimated 400 million internet users and 40 million people venturing online for the first time in 2020 alone, the region is poised for a digital revolution in education.

An education technology industry has emerged in the region, from personalised learning and testing to learning management systems, language learning, and skills development. It is estimated that two-thirds of sales are for services directly purchased by final users such as learners, teachers, and schools. The region is also projected to be one of the fastest-growing data centre markets, while business for artificial intelligence is expected to increase by about 8% per year in the coming years.

In-depth regional analysis

Launched during the 46th High Officials Meeting of SEAMEO, the report provides a comprehensive analysis covering Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste, and Viet Nam. Rooted in extensive research, including nine country case studies and five thematic studies, the report underscores the nuanced impact of technology on education in the region.

Inequality in connectivity

While digital technology has expanded education and learning opportunities, the benefits have been unevenly distributed. The report reveals that students from affluent households are nearly eight times more likely to have internet access at home than their less privileged counterparts. Alarmingly, only half of rural primary schools are connected to the internet, accentuating the digital divide.

The right to education is increasingly synonymous with the right to meaningful connectivity and the inclusion of effective support by technology for all learners to fulfil their potential, regardless of context or circumstance. The unequal access to connectivity and devices does pose the question of ICT’s actual contribution to equity and inclusion in education.

Technology as a solution, not a panacea

Addressing education challenges through technology requires a shift in focus. Rather than viewing technology as a generic solution, discussions should centre on identifying specific problems that technology can help solve. The report highlights a cautionary tale from Thailand, where the distribution of over 800,000 tablets to primary schools faced implementation challenges and was later discontinued.

Digital literacy: a modern imperative

As digital literacy becomes an essential skill, the report emphasises the importance of proving the value of teaching through technology. It notes the scarcity of evidence, revealing that less than 10% of education technology companies in Indonesia could produce proof of their products’ impact on learning. The report urges a re-evaluation of teaching methodologies and the necessity of tangible outcomes.

Conditions for success: equitable access, governance, and teacher capacity

For technology to fulfil its potential in education, the report outlines three critical conditions: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. The need for regulations is underscored, especially in protecting children’s well-being amid the rise of digital technology. Concerns about adolescents’ upsetting online experiences in Cambodia, Indonesia, Malaysia, and Thailand highlight the necessity for safeguarding measures.

Challenges and opportunities

While technology has opened new doors, challenges persist. Approximately 30% of students in Vietnam reported increased distractions while using technology for study. The report advocates for the introduction of policies safeguarding children’s data, as currently, less than one in three countries have legal or policy provisions ensuring data privacy in education.

Empowering teachers for a digital future

To fully integrate technology into teaching, better support for teachers is imperative. A significant portion of primary school teachers in Cambodia, Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines, and Vietnam expressed a lack of confidence in using ICT in 2019. The report emphasises the need for targeted training and support mechanisms to bridge this confidence gap.

In conclusion, the UNESCO GEM Report 2023 for the Southeast Asia region paints a nuanced picture of the digital transformation in education. While recognizing the potential benefits, it urges stakeholders to navigate the digital wave carefully, ensuring that technology becomes a solution rather than a panacea. The report serves as a vital roadmap for policymakers, educators, and technology developers in shaping the future of education in Southeast Asia.

More on the full report available here.

Further reading
Asian Development Bank: addressing learning losses in Asia
The state of higher education in Southeast Asia
AI and education: guidance for policy-makers

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The post Navigating the digital wave: UNESCO’s GEM Report 2023 unveils transformative impact of technology on Southeast Asia’s education first appeared on EDUtech_talks.

The introduction of more tech tools into the classroom has opened opportunities to reach learners with different learning needs. Hear how assistive technology can help design adaptable activities and materials for various learning modes.

Speakers – Mario Himawan, Middle School Coordinator, Indonesian Principal and Head of IT, Beacon Academy; Alexandre Trespach Nenes, Co-Principal, Sinarmas World Academy

The post Leveraging assistive technology to promote student engagement first appeared on EDUtech_talks.

Generative AI in K-12 education raises ethical concerns like bias and privacy. It also offers opportunities like innovative teacher training and resource allocation. To illuminate the potential of generative AI, real-world examples abound, ranging from captivating classroom demonstrations to insightful case studies, offering a glimpse into its transformative impact. 

Speaker – Masruri Nursad, Principal, SMP Islam Al-Azhar Kelapa Gading

The post Exploring the future of creativity with Generative AI first appeared on EDUtech_talks.

Explore emerging models of education and how technology can be meaningfully applied to enhance the learning experience and support student engagement. 

Panellists – Dr Wagheeh Shukry Hassan, Deputy Director, Digital Learning, Resource and Education Technology Division, Ministry of Education; David Chak, Co-Founder / Director of Curriculum, Arus Academy; Osama Yunes, IT Manager, Spectrum International School; Noor Akmar binti Jais, School Principal, SMK Putrajaya Presint 18(1)
Moderator – Muhammad Khalil Abu Kasim, Sales Lead, Google for Education Malaysia

The post Upgrading Learning Environment: Raising the Bar for Student Engagement first appeared on EDUtech_talks.

Do digital natives enjoy online learning? Students take the centre stage to give feedback on their online learning experience, what they would change about it and how wellbeing is now a priority concern of theirs.

Panellists – Yi En Chia, Student, Tenby International School Setia EcoHill; Daniel Hisham bin Mohd Nasruddin, Student, SM Sains Tuanku Syed Putra Perlis; Ethan Reddiar, Student, UCSI; Othman Fakih, Student, Beaconhouse Sri Inai International School
Moderator – Azzatullina Pawanchik, Executive Director, Change Management & Communications, Education Performance and Delivery Unit (PADU), Ministry of Education Malaysia

The post Here’s what students have to say about the hybrid learning environment first appeared on EDUtech_talks.

How can teacher CPD reflect the changing landscape of education? These leaders shed some light on the challenges involved in encouraging CPD take-up and how they are tapping on online training to ease the process.

Panellists – Wei Li Ng, Head of Academics & EdTech Lead, Tenby International School Setia EcoHill; Anis Alisya Abdullah, Director, Tun Abdul Razak Institute of Teacher Education Malaysia; Julalia Binti Yahya, Principal, SM Sains Tuanku Syed Putra Perlis Malaysia; Thanbeer Sekhon, Senior Educator, Desa Mahkota Form Six College, Kuala Lumpur
Moderator – Willie Tan, Group CEO, USCI Schools Group

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Encik Zainal bin Abas, Director of Education Technology Resources Division, Ministry of Education, Malaysia delivered the opening address at EDUtech Malaysia 2023. Encik Zainal shared how even with the pre-emptive implementation of a digital learning platform in 2019, there is still more work to be done to digitalise education. He also shares the need for educators to reimagine the curriculum, keeping in mind the need to prepare students for a ‘Borderless’ world.

The post Preparing students for ‘Borderless’: The changing responsibilities of education institutions first appeared on EDUtech_talks.

Not all students across the country have equal access to good connectivity and devices to access online learning resources. How can schools work towards delivering quality education despite these challenges? Additionally, our panel members discuss the potential of digital tools to reach learners with specific learning needs.

Panellists – Mastura Binti Muhamad, Principal, SMK Zon R1 Wangsa Maju; Encik Naharudeen Bin Othman, Director, Perlis State Education Department; Suzihana Binti Shaharan, Principal, SMK Taman Ria Jaya, Sungai Petani, Kedah; Zur’aiza binti Abdul Hamid, Principal, SMK Batu 5, Jalan Jeniang
Moderator – Dr Teh Pei Ling, Assistant Director – Curriculum Development Division, Ministry of Education Malaysia

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Public and private school leaders in Malaysia discuss their shifts into a hybrid learning model, the importance of pedagogical change to create engaging and student-focused learning environments and how their approach to assessments has shifted.

Panellists – YBrs Dr Rusmini Binti Ku Ahmad, Director – Curriculum Development Division, Ministry of Education Malaysia; Asruddin Abas, Principal, SMK Sultan Abu Bakar; Nicki Coombs, Principal, Beaconhouse Sri Inai International School; Ivan Teng, Services Business Development Manager, Lenovo Malaysia
Moderator – Zuherly Zolkapali, Assistant Director of Pupils’ Talent Development, Kedah State Education Department

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In Malaysia, the government has recognised the importance of technology in education and has been investing heavily in developing digital infrastructure and resources. Discover insights, challenges, and opportunities that lie ahead in ensuring that the Malaysian education system meets the evolving needs of learners and prepares them for success in the 21st century – and how technology can be used to improve teaching and learning in the future.

Speakers – Encik Zainal bin Abas, Director of Education Technology Resources Division, Ministry of Education; Victor Lam, Sales Program Lead, Google for Education, Malaysia

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Former Undersecretary of the Department of Education Philippines addresses the audience at EDUtech Philippines 2023. Mr Ablan shared more about the concerns surrounding the technology gap between public and private but also the steps they are undertaking to make sure no child gets left behind.

Speaker – Kristian R. Ablan, Former Undersecretary for Administration, Department of Education

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Educators need to be supported when moving into new modes of lesson delivery. Now that schools are returning to a stable state, how can leaders continue to motivate staff to pursue professional development and leverage technology to enhance upskilling?

Moderator – Via Puyat, Product Marketing Manager, Brand & Reputation, Google Philippines
Panellists – Estela L. Carino, Regional Director – Cordillera Administrative Region (CAR), Department of Education; Dr Lyna Basri, Secondary School IV, Basilan National High School; Prof Edizon Fermin, Teacher Education and Curriculum Innovation Specialist, Vice President for Academic Affairs, The National Teachers College; Jasthyne Cates Salazar, Assistant School Principal II, Don Alejandro Roces Sr., Science-Technology High School, SDO-Quezon City

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Educators share their innovative takes on engaging activities to encourage active learning. From allowing students to take on personalised projects to blended learning opportunities, here are some interesting ideas you might want to try out.

Moderator – Dr Hilda N. Garcia, Principal III, Dr Clemente N. Dayrit Sr. Memorial High School
Panellists – Abygail Magbag, Subject Head, JHS English Department, PAREF Woodrose School; Dr Dary E. Dacanay, Director for Academics, St. Patrick School of Quezon City; Shella Mae Pareja, Senior Educational Technology Specialist, Educational Technology Unit, Department of Education; Ramil Sanchez, Director III, Philippine Science High School – Caraga Region Campus

The post Student engagement in a hybrid environment: Tools and tips first appeared on EDUtech_talks.

Learn more about the pedagogical changes, new forms of assessments, and competency-building public and private schools in the Philippines have adopted to ensure effective and engaging hybrid learning environments.

Moderator – Mark Sy, Chief Academic Officer, APEC Schools
Panellists – Maria Louella M. Tampinco, Director of Basic Education, Miriam College, Quezon City; Dr Jeremy Cruz, Secondary School Principal, Legazpi City National High School – Department of Education; Dr Gina Juanitez Tolledo, Principal IV, Deparo Elementary School, SDO Caloocan City; Dr Alyanna Tobias, Instructional Design Head, STI Education Services Group

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What role do leaders and policymakers assume when it comes to digitalising institutions? This panel of school leaders and local government officials discuss the programs they have been working on to introduce and drive hybrid education.

Moderator – Leah Marie Tumlos-Castillo, Junior High School Vice Principal, De La Salle Santiago Zobel School
Panellists – Dr Ferdinand B. Pitagan, ICTS Director IV, Department of Education; Dr Jay-Arr Tayao, Education Program Supervisor. I, Schools Governance and Operations Division, Department of Edcation-Schools Division, Office of Bulacan; Dr Wilma C. Manio, Principal IV, SDO-Quezon City

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