The International Science and Evidence-based Education Assessment

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 cur...

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Autores principales:	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 Okano, Christopher Piech, Kenneth Pugh, Rajiv Ramaswamy, Nandini Chatterjee Singh, Edward Vickers
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/c21ad107d1334b19bd34d3cc1759f5dd
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spelling	oai:doaj.org-article:c21ad107d1334b19bd34d3cc1759f5dd2021-12-02T13:20:19ZThe International Science and Evidence-based Education Assessment10.1038/s41539-021-00085-92056-7936https://doaj.org/article/c21ad107d1334b19bd34d3cc1759f5dd2021-03-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00085-9https://doaj.org/toc/2056-7936Education 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.Anantha DuraiappahNienke van AtteveldtStanley AsahGregoire BorstStephanie BugdenJ. Marieke BuilOren ErgasStephen FraserJulien MercierJuan Felipe Restrepo MesaAlejandra MizalaYoko MochizukiKaori OkanoChristopher PiechKenneth PughRajiv RamaswamyNandini Chatterjee SinghEdward VickersNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 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 Okano Christopher Piech Kenneth Pugh Rajiv Ramaswamy Nandini Chatterjee Singh Edward Vickers The International Science and Evidence-based Education Assessment
description	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.
format	article
author	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 Okano Christopher Piech Kenneth Pugh Rajiv Ramaswamy Nandini Chatterjee Singh Edward Vickers
author_facet	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 Okano Christopher Piech Kenneth Pugh Rajiv Ramaswamy Nandini Chatterjee Singh Edward Vickers
author_sort	Anantha Duraiappah
title	The International Science and Evidence-based Education Assessment
title_short	The International Science and Evidence-based Education Assessment
title_full	The International Science and Evidence-based Education Assessment
title_fullStr	The International Science and Evidence-based Education Assessment
title_full_unstemmed	The International Science and Evidence-based Education Assessment
title_sort	international science and evidence-based education assessment
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/c21ad107d1334b19bd34d3cc1759f5dd
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The International Science and Evidence-based Education Assessment

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