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San Francisco, the U.S. has recently welcomed a superb cohort of international researchers, institutional leaders and policymakers to engage in multi-prism discussions on the role of education in the Global Sustainability Agenda as part of the 63rd annual Comparative and International Education Society (CIES) Conference. A team of 16 experts from IOE representing the Institute’s various R&D units and dimensions of expertise traveled to San Francisco this year to speak at CIES 2019.
Harry Patrinos, Practice Manager for Europe and Central Asia at the World Bank Education, was visiting IOE this spring to lecture on what tops the international agenda in the economics of education and education policy. In between his talks, we asked the IOE faculty and students who attended for their firsthand impressions of this mini-course.
It was back into the summer of 2018 when Dr. Hans de Wit, a renowned authority on global higher education, came up with a call for essays on the achievements and failures of academic internationalization over the past quarter-century to be featured in University World News. Irina Shcheglova, researcher at the IOE Center for the Sociology of Higher Education, was only too enthralled to take up this challenge.
In November, IOE welcomed a cohort of top-notch law & policy experts from the U.S., Russia, Poland, Belgium, South Africa and Germany for the first international conference, ‘Multi-level Governance in Education: Top-down Governance, Transfer of Authority, and Regional Cooperation.’ A joint initiative between IOE and the ‘EduLaw’ (Erasmus+ Mundus – Curriculum Development) project, the event featured multi-prism debate about how more justified central–local power schemas in education can be devised as an important condition for shaping more effective, equity-centric L&D environments.
The first meeting of the IOE Visiting Committee, which includes six international experts in education from five countries alongside three Russian experts, was held on October 19–20. The Committee gave independent assessments with respect to multiple areas of the Institute's academic profile, which will serve as important groundwork for refining and reinforcing IOE’s Development Strategy through 2024.
Topics of resilient schools and how such L&D settings can be best created to empower less privileged student cohorts have recently piqued more interest among educational scholars and within broader public realms. Marina Pinskaya, Sergey Kosaretsky, Roman Zvyagintsev and Mikhail Goshin, experts at the IOE Center for Socioeconomic Aspects of Schooling, traveled to Italy’s Bolzano this September to take part in the 2018 ECER International Conference, where they presented about IOE’s research on resilient K-11 settings.
Flexibility and personalization are universally recognized as the key hallmarks of 21st century learning, but how do we go about implementing these principles in practice? At Arizona State University (ASU), which ranks among top U.S. institutions by technology and innovation, it is an advanced AI framework of adaptive learning that reigns supreme, enabling student-centric strategies that are best tailored to one’s personality traits, aptitudes and educational needs. IOE Head Isak Froumin has talked to Dale Johnson, EdPlus Manager at ASU, about what makes this adaptive learning system tick and how it contributes to effective learning.
Can basic income help even out inequality by empowering the less privileged? How should education be overhauled and what skills will become central to the human capital of tomorrow? Is Life-long Learning in fact set to spark a greater momentum for social mobility? Dr. Isak Froumin, Head of the HSE Institute of Education, and Dr. Philippe Van Parijs, a co-founder of the Basic Income European Network, addressed these and other topics of building a sustainable, better future for everyone during a special session held as part of this year’s ‘OSTROV 10–21’ international foresight forum in Vladivostok, Russia.
This July, IOE welcomed the Second International Summer School ‘Inequality of Educational Opportunities.’ In 2018, the Summer School aimed to comprehensively address the most relevant scholarship frameworks that explore various factors and contexts of socioeconomic inequalities in education.