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New global study calls for policy-makers to re-evaluate education systems
PARIS, March 22, 2022 /PRNewswire/ — Governments, education policymakers and senior decision makers need to recognize that personalised education is an entitlement and a human right for every learner, states the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) in its new report “Reimagining Education”, released today.
The new global International Science and Evidence Based Education Assessment (ISEE) report points towards an education that employs a cognitive-emotional approach to learning, and for education policymaking to be guided by science and evidence in the future.
The Assessment, which commenced in 2019 in Montreal and has been two years in the making, brought together more than 300 experts from 45 countries informed by a global consultation process with scientists and specialists from diverse disciplines such as neuroscience, technology, education, philosophy, data and evidence, and sustainability.
Reimagining education in the aftermath of COVID-19
The report, released at the UNESCO Headquarters, Paris, France, comes as the world grapples with the aftermath of the COVID-19 pandemic that has jeopardized the chances of achieving the United Nations Sustainable Development Goals (SDGs). Decades of progress in education are also constantly threatened by conflicts, with the report finding that more than a third (37%) of primary school-aged refugee children are out of school and only 24% have access to secondary school education. Access to higher education is a dismal 3% among refugee populations.
The Assessment contributes to re-envisioning the future of education to build more resilient and sustainable education systems that can weather the current crisis.
Sir Kevan Collins, Chair of the Youth Endowment Fund, UK and Advisory Board Member of the ISEE Assessment Report commented, “The ISEE Assessment is a new contribution to our work on how…
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