llfandunseco

LLF AND UNSECO BANGKOK

Background - The recent regional and international debates on education for the future and in the post-2015 agenda have evolved around the need for an increased focus on the quality of learning. While most countries in the Asia-Pacific region have made great strides in extending access to education, the crucial issue is that of quality. Increased access to education has not necessarily translated into quality learning as can be seen in the considerable variations of learning achievements both within and between countries.

Another consideration is the need for rethinking education in light of rapid societal and economic changes, and consequently, what knowledge, skills and competencies are required for the future in a rapidly changing world, and the kind of education and pedagogical approaches that are suitable for producing them.

In the Asia-Pacific context, there is a growing concern that teaching and learning tends to focus on areas that are assessed in learning achievement tests. At the same time, there is little knowledge on how and whether students are actually learning beyond measurable test scores. In some countries, high-stake exams have also been subject to increasing criticism as one of the main reasons for the widespread practice of ‘teaching to the test’.

While academic performance has been impressive over the past decade in some countries of the region, there is a growing concern regarding the heightened stress level among students, the curriculum and pedagogy that tend to be biased towards areas that are assessed in learning achievement tests, the lack of respect for diversity and intercultural understanding, and dearth of critical and innovative thinking among learners and school graduates. In addition, there is a growing concern of mismatch between skills learned at school and employability. These skills are learn-able but not instruct-able through conventional chalk-and-talk pedagogy.

These developments lead to the question of what pedagogical approaches are required to enhance the quality of learning for the future in the Asia-Pacific region. Such exploration for a new approach to learning should be based on forefront findings of scientific research.

In the above context, three studies were instituted by UNESCO Bangkok, researched and reported by LLF:

1. “Education for the Future: What Pedagogical Approaches in the Context of India?” - this study investigates pedagogical approaches currently existing in India (as part of the larger Asia-Pacific study) to shed light on the many diverse understandings of learning. Its findings will contribute to the formulation of recommendations towards possible future orientations for pedagogical approaches in the region to enhance learning processes and learning outcomes, in relation to the requirements of education for the future.

2. “Integration of transversal/21st century/ non-cognitive skills in education policies and practices–this study examines the how transversal skills are integrated in policy and practice.

3. “Education for the Future: What Pedagogical Approaches in the region (South Asia)?” – Similar to the first study this is a collation of research from South Asian countries.

The first two studies are due to be published by UNESCO Bangkok – they are currently being finalised for publication. LLF has been contacted to undertake more such research studies.