Duraiappah Anantha, van Atteveldt Nienke, Asah Stanley, Borst Gregoire, Bugden Stephanie, Buil J Marieke, Ergas Oren, Fraser Stephen, Mercier Julien, Restrepo Mesa Juan Felipe, Mizala Alejandra, Mochizuki Yoko, Okano Kaori, Piech Christopher, Pugh Kenneth, Ramaswamy Rajiv, Chatterjee Singh Nandini, Vickers Edward
UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New, Delhi, India.
Department of Clinical, Neuro- and Developmental Psychology & Institute Learn!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
NPJ Sci Learn. 2021 Mar 1;6(1):7. doi: 10.1038/s41539-021-00085-9.
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.
教育对于来自各种背景和人生阶段的人们的蓬勃发展不可或缺。然而，鉴于人口、环境、经济、社会政治和技术变革加速，以及与之相关的风险和机遇，越来越多的人达成共识，即我们当前的教育体系存在不足，我们需要重新调整教育目标并重新思考学习的组织方式，以应对21世纪的挑战。联合国教育科学及文化组织（教科文组织）的“教育的未来”倡议于2019年在联合国大会上正式启动，旨在提供这样一种未来教育愿景。基于科学和证据的国际教育（ISEE）评估整合了不同社区和各级各类利益相关者产生的知识流，从而将在本质上有助于重新构想这种教育未来。ISEE评估的总体目标是汇集广泛的知识持有者和利益相关者的专业知识，以开放和包容的方式对我们当前的教育体系及其必要改革进行科学严谨且基于证据的评估。在这篇评论中，我们讨论ISEE评估的目的和目标。我们描述ISEE评估将如何解决关于教育目的以及我们学习什么、如何学习、在何处学习和何时学习的关键问题，并评估当今的教育和学习理论与当前及未来需求与挑战的契合度，为未来教育的政策制定提供参考。
