A World Where Each and Every Person Is Assured Quality Education and Relevant Lifelong Learning

The IBE vision: A world where each and every person is assured quality education and relevant lifelong learning.

1925 2015

2015: WHAT a YEAR it WAS! I NINE DECADES of GLOBAL LEADERSHIP in EDUCATION I CONSERVING and RESTORING an INTANGIBLE HERITAGE I CLOSING the KNOWLEDGE CREATION and APPLICATION GAP I Q&A with KEN BANKS TRANSFORMING READING CURRICULA in the SAHEL I ADDRESSING GENDER INEQUALITY in STEM 2 IN FOCUS | 2015 Message from the Director

It is with great pleasure that I present this inaugural issue of IBE In Focus, the annual magazine of the International Bureau of Education (IBE). This magazine is meant to bring the IBE to the world, and to share with the public its key achievements and challenges for the year in focus. IBE In Focus captures critical moments of each year at the IBE, showcases the IBE’s fagship programs and gives the reader a textured feel for our work. The pages are of course too few to capture the breadth and depth of what the IBE is all about. But I trust that this magazine will serve as a virtual door through which you can come and experience the rich, intangible heritage that the IBE has accumulated over the nine decades of its existence.

IBE In Focus also prepares its readers for what’s to come by foreshadowing prospective eforts for the following year, ensuring that its keen readers and followers stay tuned!

This inaugural issue is special on several grounds. It is the very frst publication of its kind, a medium through which the IBE reaches out to the public to inform them of its work. It coincides with the 90th anniversary of the IBE, which was established in 1925, a good two decades before the UN and UN- ESCO. It marks the 45th anniversary of the IBE’s Prospects, one of the oldest and most continuously published journals of international and comparative education. IBE In Focus 2015 also coincides with exciting global landmarks: the 70th anniversary of IBE’s younger relatives, the UN and UNESCO; the end of two and half decades of the Education for All movement; and the turning of a new page from Millennium Development Goals to Sustainable Development Goals. On a lighter note, it captures my frst full year as the director of the IBE.

As the frst in the series, IBE In Focus 2015 introduces the IBE’s rich history to the general public around the world. It demonstrates that unlike other premier institutions that lead the course of global education today, such as UNESCO and the World Bank, the IBE is not among the post-war institutions that were meant to promote peace, reconciliation and reconstruction. It was established to provide global intellectual leadership, to convene global dialogue on education and to set global education policies. The IBE has enjoyed its global convening power since 1929, when it became the very frst intergovernmental institution on education. Since then, it has periodically convened intellectual, political and technical leaders, along with other stakeholders, to discuss and set global policies and programs in education.

With this magazine I invite the world to celebrate the IBE’s Ninety-Year Quest for Excellence in Educa- tion and to share the IBE’s commemorative logo: a collector’s item for supporters and followers of the IBE, a piece of history!

I am therefore very proud to launch IBE In Focus in such a momentous year.

Dr. Mmantsetsa Marope Director, IBE-UNESCO

2 IN FOCUS | 2015 DIRECTOR’S MESSAGE 3 – 6 – Statement from the President of the IBE Council – 7 – Refections from UNESCO’s Assistant Director-General for Education – 8 – 2015: What a Year it Was! – 22 – Nine Decades of Global Leadership in Education – 32 – Conserving and Restoring an Intangible Heritage – 40 – Closing the Knowledge Creation and Application Gap – 46 – In Focus Q&A: Ken Banks – 48 – Transforming Reading Curricula in the Sahel – 52 – Setting Norms and Standards for Quality Curricula – 56 – Addressing Gender Inequality in STEM – 60 – Strengthening Leadership for Curriculum Design and Development – 62 – Addressing the Global Education Quality and Learning Crisis – 66 – Notes from the Managing Editor – 67 – Foreshadowing 2016

4 IN FOCUS | 2015 5 Statement from Refections from UNESCO’s the President Assistant Director-General of the IBE Council for Education

It has been an unprecedented privilege to serve as and other languages may still be used during Council I am really pleased to introduce this overview of opportunities and ensuring the acquisition of foun- Council President for the IBE-UNESCO from 2014 sessions, if funds are available. the IBE’s work during 2015, a year that marks the dational skills as well as the competencies that en- to 2015. This has been a period of intense institution- Regarding strategic and programmatic work, 90th anniversary of the Bureau. Since its founda- able citizens to live fulflled lives and respond to local al transformation, as the IBE, a UNESCO Category the new IBE director, Dr. Mmantsetsa Marope, has tion in December 1925 and the adoption in 1929 of and global challenges. All of this requires a focus on I Institute, takes frm ground as a global Centre of capably and decisively led us in accelerating the imple- new statutes extending membership to governments, curriculum as an efective tool for improving quality Excellence (CoE) in curriculum and related matters. mentation of the CoE strategy through six program the IBE has played a prominent role in the feld of and ensuring that education contributes to holistic, Council members, the IBE director, and the entire IBE areas endorsed by the IBE Council in 2015. These education. inclusive and sustainable development. Dr. Godswill Obioma staf have worked relentlessly, not only reinforcing the are: (1) Innovation and Leadership in Curriculum and Dr. Qian Tang I would just like to recall that over many decades I am therefore convinced that, given its accumu- President, IBE Council foundation for this transformation and related work, Learning; (2) Critical and Current Issues in Curric- UNESCO Assistant the International Conference on Education (ICE) or- lated experience, specialist knowledge and core pro- 2014-2015 but also vigorously pursuing this vision. The task has ulum, Learning and Assessment (CLA); (3) Systems Director-General for ganized by the IBE, since 1934, and later with UNE- grams in the feld of CLA, the IBE has a key role to been hugely demanding and challenging—and tre- Strengthening of the Quality and Development-Rel- Education SCO (since 1946), has served to discuss and set the play in the implementation of the global Education mendously rewarding. I also wish to recognize the evance of Education and Learning; (4) Knowledge international agenda for education. The ICE pro- 2030 Agenda and that it is uniquely positioned to many Member States and the IBE partners all over Creation and Management in CLA; (5) Leadership duced recommendations and informed global policy support Member States in their eforts to introduce the world that have contributed immensely to the pro- for Global Dialogue on CLA; and (6) Institutional and and practice on issues that are still relevant today: innovative approaches to the processes of curriculum cess of rethinking the IBE’s identity, mandates and Organizational Development of the IBE. The IBE’s compulsory education, literacy and lifelong learning; design and reform that aim to ensure efective learn- functions in light of the emerging agenda on global organizational structure and institutional arrange- education for international understanding; equality ing opportunities for all. education that focuses more closely on the role of cur- ments were realigned, allowing for more coherence of education opportunities; access of women to ed- riculum in the quality, equity and relevance of educa- and strategic integration. ucation; and inclusive education, to mention a few. tion and lifelong learning. I am deeply impressed by this comprehensive And after becoming an integral part of UNESCO The IBE is energetically promoting curriculum and ongoing reform process. I believe that the IBE is in 1969, the IBE has contributed signifcantly to the as crucial in today’s complex and fast-changing world. in a better position than ever before to play a key role objectives of the Education Sector, particularly in So I see how vital the IBE’s support is for countries in implementing the global Education 2030 Agenda. the areas of education content, educational informa- that are putting their national aspirations and goals The IBE can now strategically reposition curriculum tion and documentation, comparative education and into practice by pursuing more appropriate process- as a key driver of equitable quality education and education research. es of curriculum reform. What underpins the IBE’s learning and as an essential enabler of the attainment I take note, with satisfaction, of the IBE’s recent work across regions and countries is its broad under- of SDG4. Countries are increasingly demanding the progress in revising its governance structure and pro- standing of curriculum: refecting the development IBE’s support in light of this new agenda. grammatic work in order to strengthen its role as UN- and social objectives pursued by countries and en- As this annual magazine shows, the IBE ofers an ESCO’s global CoE in curriculum and related mat- compassing the why, what, when and how of educa- impressive portfolio of programs, services, and prod- ters, a mandate which is unique within the UN family. tion and learning. ucts to UNESCO Member States. Given its expertise The curriculum defnes what learners are expected to The IBE faced many challenges in reviewing its and its passionate and dedicated work, I have good know and be able to do, and what they are to become governance structure and programmatic work, so it reason to be optimistic about the IBE’s future. in an increasingly complex and fast-changing world. can function more efectively within its mandate as a All countries face the challenge of ensuring that citi- global CoE. The IBE Council was reduced from 28 zens of tomorrow are equipped with the knowledge, to 12 members, to make governance more efcient skills and values needed to live in their world and and efective. The IBE statutes were also revised to make it more just. refect its new mandate as a global CoE. The Coun- The Incheon Declaration calls for addressing cil’s working languages were reduced to English and disparities and inequalities in learning outcomes, French, to reduce operational costs. However, Arabic mainstreaming gender issues, democratizing learning

6 IN FOCUS | 2015 STATEMENTS 7 From any perspective, 2015 was a banner year for the IBE: an unparalleled pace of work, institutional transformation and unprecedented achievements. With a quiet smile, Director A Marope notes the IBE’s collective accomplishments, but only for a quick moment before she WHAT YEAR refocuses on the work ahead. As if waking from a sweet dream, she looks at her calendar longingly, showing absolutely no sign of slowing down. The senior management team is IT immediately called in for the 2016 work program planning meeting. “Oh dear! Here she WAS! goes again”, team members murmur, with a mix of excitement and concern.

8 IN FOCUS | 2015 WHAT A YEAR IT WAS! 9 The IBE vision: The Sustainable Development Goals A world where each and SDGs 1 2 3 4 NO ZERO GOOD HEALTH QUALITY every person is assured POVERTY HUNGER AND WELL-BEING EDUCATION 5 6 7 8 GENDER CLEAN AFFORDABLE GOOD JOBS EQUALITY WATER & & CLEAN & ECONOMIC quality education and SANITATION ENERGY GROWTH

9 10 11 12 I N D U S T R Y, REDUCED SUSTAINABLE RESPONSIBLE relevant lifelong learning. I N N O V AT I O N & INEQUALITIES CITIES AND CONSUMPTION INFRASTRUCTURE COMMUNITIES & PRODUCTION

13 14 15 16 CLIMATE LIFE BELOW LIFE PEACE, J U S T I C E ACTION WATER ON LAND & STRONG INSTITUTIONS

17 PARTNERSHIPS FOR THE GOALS Source: www.sustainabledevelopment.un.org/sdgs

For education, 2015 was a year of remarkable land- than their brothers, the hundreds of millions of learn- Above all, 2015 marked the 90th birthday of the Internation- marks, sobering lessons of experience, broken prom- ers exposed to abysmally poor quality and inefective Persistent al Bureau of Education: the cradle of global education as we ises, “qualifed successes”*, and challenging begin- education and learning experiences, and the many know it today! It welcomed the new director of the IBE, nings. It was the end of the term for the Millennium learners from disadvantaged backgrounds who are Challenges Dr. Mmantsetsa Marope, and bestowed upon her both Development Goals (MDGs) and the Education for still excluded from quality education and the benefts Post 2015 the great privilege of following in the footsteps of in- All (EFA) agenda. No question: 2015 was a year of it can ofer for individual and collective development. ˜ tellectual and education titans (Pierre Bovet, Adolphe critical introspection on what went well and what It’s clear that, while the global community has a lot to Ferrière, Elisabeth Rotten, Pedro Rosselló, Jean Piag- went wrong with internationally agreed goals (IAGs) be proud of regarding IAGs for education, a lot more et) and the challenge of upholding a 90-year quest for and targets. Many cities hosted consultations: Paris, remains to be done. excellence in education. Muscat, Incheon, New York, and more. The interna- With perfect 20/20 hindsight, the wisdom 781 162 161 tional community took note of the remarkable prog- gained from long journeys walked, and the unfailing Million illiterate Million malnourished Million under-fves HEIGHTENING AND SUSTAINING ress in opening access to education, particularly at the hope on the future, we watched 2015 usher in the new youth and adults. under-fves. with moderate EXCELLENCE IN CURRICULUM basic level, and in less-developed countries. Sustainable Development Goals (SDGs) and therein, The 2015 Education for or severe stunting. It also acknowledged its broken promises. Con- the global Education 2030 Agenda. It also marked the With the introduction of the SDGs and of the glob- All Global Monitoring Report (Paris: UNESCO, sider the 6.2 million under-fves who die each year 70th anniversary of the post-war United Nations and al Education 2030 Agenda, the IBE had to defne a p. 43), uses the term of preventable causes, the 161 million children with of UNESCO. better articulated and more strategic program over “qualifed successes” moderate to severe stunting who thus have a dim 61 58 6.2 the medium to long term. After weeks of critical re- to characterize the chance at efective lifelong learning, the 58 million fection, the IBE leadership and teams settled on six performance of the children without access to primary education, the Million adolescents Million children Million under-fves program focus areas, well aligned to the institution’s Education for All 61 million adolescents without access to secondary without access to without access to die each year of mandate and core functions. Efective implementa- Agenda. The fgures education, who are most likely to become multiply secondary education. primary education. preventable causes. tion of these six programs will accelerate and rein- used in the next disengaged and excluded youth, and the 781 million force the IBE’s CoE status, and will put into action paragraph come youth and adults without basic literacy skills. Add in its new vision, also articulated for the very frst time from this report. the millions of girls who have less chance at schooling Source: Education for All Global Monitoring Report, 2015 in 2015.

10 IN FOCUS | 2015 WHAT A YEAR IT WAS! 11 Careful thought went into articulating and integrating Broadening Enhancing the six program areas so they can better cohere, S T R AT E G I C G L O B A L balance and mutually reinforce for better impact. PARTNERSHIPS VISIBILITY Innovation and Leadership in Curriculum, Learning and Assessment (Norms and standard-setting function) Many hands make light work! To effectively implement Through their magazines, newspapers, websites, Re-conceptualizing and repositioning curric- the six program areas, the IBE needs the reinforcement and social media, the new partners enhanced ulum as central to national and global develop- of strategic technical and fnancial partners. So, the IBE team the global visibility of the IBE. ment dialogue and interventions. It is also aimed rolled up its sleeves and reached out, starting within at repositioning curriculum as an indispens- the “house”. After all, charity begins at home. The IBE took to the stage to deliver keynote able tool for giving effect to policies on lifelong addresses across the world’s most prestigious conferences A leading UNESCO learning. Beyond the “house” itself, the IBE team reached out and events. It led and/or facilitated high-level dialogue Institute, the IBE is to governments, foundations, the private sector and civil in forums and platforms whose participants make recognized and valued for Current and Critical Issues in Curriculum, Learning society groups. Thus, in 2015, the IBE witnessed signing the specialist knowledge life-changing decisions about education. and Assessment (Laboratory of ideas function) ceremonies and launches of strategic technical and fnancial and expertise that it Developing curriculum frameworks, guide- partnerships never seen before in its history. brings to Member States, The IBE also spoke clearly and emphatically on the need lines and prototypes for areas of high demand “The cradle of global education” recaptured headlines in cities promoting new shared for equity of education quality during the Incheon World and where Member States (MSs) have limited ex- around the world: Geneva, Lausanne, Paris, Macau, global understanding Education Forum (WEF) and held the frst consultations perience and/or areas where MSs are not making Buenos Aires, Palo Alto, Incheon and more! of curriculum and on its proposed global paradigm shift on curriculum. desired progress. related matters. It also reached out to participants at many signifcant 2015 conferences: Knowledge Creation and Management in Curriculum, Learning and Assessment (Clearinghouse function) Improving physical and substantive access to evidence-based knowledge required to guide IN curriculum design and development, as well as ON teaching, learning and assessment. This involves the MEDIA the ROAD translating findings from cutting-edge research into easily accessible language with explicit implications for policy and practice. It also involves im- The IBE and Google partnering The American Educational proving access to knowledge through printed and towards equity of education Research Association (AERA), online documents on the IBE platform. quality and learning, Chicago. United States. Systemic Strengthening of Quality and Development The Comparative and International Relevance of Education and Learning (Capacity builder HQ REGIONAL & INSTITUTES Interview with Dr. Marope Education Society (CIES), function) FIELD OFFICES (categories I & II) on the importance of public Washington DC. Strengthening the capacity of MSs to ana- contribution to education, lyze and address critical impediments that prevent Lithuania. The International Symposium on their equitable and resource-efficient provision of curriculum; Dar es Salaam: UIS: Science for Education/International quality and development-relevant education and inclusive education; curriculum review STEM; inclusive The IBE leads a side event at the Brain Research Organization (IBRO), effective lifelong learning opportunities. global citizenship and reform education; equity World Education Forum, Rio de Janeiro. education (GCED); Korea. Leadership for Global Dialogue on Curriculum, Learning youth education, Kabul: IIEP: The Education and Development and Assessment (Intellectual leadership function) learning and curriculum reform youth culture and The IBE launches its 10th Forum (UKFIET), Regularizing and strengthening the Interna- engagement; youth education diploma edition in curriculum Oxford. tional Conference on Education (ICE); to rein- education for Nairobi: design and development, force and reposition the IBE as an indispensable sustainable curriculum reform for APCEIU: Uruguay. The Third Google Global global actor and contributor in curriculum design Symposium on Education, development competency-based GCED and development; and to strengthen the IBE’s curriculum The IBE moderates Palo Alto. position as a global CoE in curriculum, learning presidential candidates’ and assessment. debate on the country’s The World Education Forum, future education, Incheon. Institutional and Organizational Development Uruguay. (Capacity builder function) The Intercultural Diplomacy Strengthening the IBE’s capacity to imple- + Conference, Berlin. ment the CoE Strategy in preparation for an opti- Read the full articles mal contribution to SDG4 and the Education 2030 and much more at: The Global Education Initiative, Agenda and to carry out its mandate effectively. www.ibe.unseco.org/en/news Kaunas.

12 IN FOCUS | 2015 WHAT A YEAR IT WAS! 13 Traveling EXHIBITION

On December 10, 2015, at the UNOG, the IBE launched a travelling exhibition on its 90-year history of intellectual leadership in education. From Geneva, the exhibition will run until the frst quarter of 2016, and will reach other world cities: Dubai, Hong Kong and Durban.

IBE keynote speeches and special sessions at various Furthermore, the IBE reached out to the heads events shone a bright light on its intellectual leader- of curriculum development centres (CDCs) across ship. Even more, “the cradle of global education” UNESCO Member States and established the Global launched the Global Education Initiative of the Curriculum Network (GCN). During 2015 alone, 101 Vytautas Magnus University (VMU) in Lithuania. countries across all world regions registered for GCN To top it off, the IBE launched its new, exciting (statistics on page 16). and easy-to-navigate website to showcase the rich- Overall, 2015 saw the IBE establish a solid plat- ness of its work. For the first time, the IBE occupied form for better things to come, while also raising the virtual spaces on Facebook and Twitter. It blogged bar for 2016. Read on! about its fledgling initiative: In-Progress Reflec- tions on Critical and Current Issues in Curriculum, Learning and Assessment. By the end of 2015, the IBE’s numbers of Facebook and Twitter followers had risen from 0 to 681, and from 0 to 537, respec- On this page: Above: tively; and the IBE director’s followers rose from The 90th anniversary The IBE briefed 0 to 477. traveling exhibition International Geneva But using social media was hardly enough. The enhances the IBE’s at the United Nations IBE put its show on the road. Under the chairman- visibility across world Offce at Geneva ship of Michael Møller, the Director-General of cities Geneva, Dubai (UNOG). Palais des the UN Office at Geneva (UNOG), the IBE briefed and Hong Kong. Nations, April 2015. international Geneva on what it stands for.

14 IN FOCUS | 2015 WHAT A YEAR IT WAS! 15 Meet

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16 IN FOCUS | 2015 MEET THE IBE STAFF 17 Mohammed Bouassami Natalie Browes Renato Opertti Juliette Torabian Massimo Amadio Kseniia Fontaine Administrative Offcer Junior Fellow Senior Program Specialist Program Specialist Senior Program Specialist Junior Fellow

Amapola Alama Beatrice Addo Simona Popa Valéry Kohemun Émeline Brylinski Hyekyung Kang Program Specialist Junior Fellow Program Specialist Administrative Assistant Associate Project Offcer Junior Fellow

Giorgia Magni Roman Chestnov Aurélie Boulos Eren Ozalay Gerald Viollet-Bosson Lili Ji Junior Fellow Intern Associate Project Offcer Intern Senior IT Technician Assistant Programme Specialist

18 IN FOCUS | 2015 MEET THE IBE STAFF 19 NINE DECADES OF GLOBAL LEADERSHIP IN EDUCATION

The 20th century will easily go down in history as the century of the ‘‘institutionalization of the international’’ in the field of education. It all started in 1925, with the establishment of the IBE. IBE In Focus 2015 looks back on and celebrates this amazing history.

20 IN FOCUS | 2015 NINE DECADES 21 IBE 1925 1929 1934 1939-1945 1947 The IBE is created as a The IBE becomes the frst intergov- First session of the Service of Intellectual Assistance The newly established MILESTONES private Swiss association ernmental organization in the feld International Conference to Prisoners of War UNESCO and the IBE join forces of education on Public Education

During its frst years, the IBE organized courses, Jean Piaget, the eminent Swiss psychologist, is The IBE starts convening sessions of the During the World War II years, the IBE Between 1946-1968, the IBE and UNESCO estab- study visits, exhibitions and conferences, and appointed director, with Pedro Rossello, a Spanish International Conference on Public Education concentrates its efforts on the “Service of lish closer links of cooperation with comparative gathered and disseminated information on all educationist, as his deputy. Together, they led the through the intermediary of the Swiss Federal Intellectual Assistance to Prisoners of War”, education centres worldwide. They also play a matters related to education. IBE for almost forty years. Council (an arrangement that continued until 1946), collecting and distributing books to study groups catalytic role in the creation of regional societies inviting ministries of education to present reports in the prison camps. By the end of the war the IBE and an international council of comparative on recent educational developments in their has distributed almost 600,000 books. education. countries.

A Centre for Information The IBE was born and Scientific Research from the intellectual In 1923, lead thinkers and members of the Interna- discourse of leading tional League for New Education, including Edouard Claparède and Adolphe Ferrière, requested that Henri Bergson, in his capacity as the President of thinkers and architects the League of Nations Commission for Intellectual Co-operation, recommend the establishment, in Ge- of the progressive neva, of an International Bureau of Education. education movement Thanks to a US $5,000 grant from the Rockefel- ler Foundation, the governing board of the Jean- known as the New Jacques Rousseau Institute, founded in 1912, voted to establish the IBE to promote international coop- Education, including eration in education. On December 18, 1925, the IBE was established as a centre for information and Edouard Claparède scientifc research, with Pierre Bovet as its frst director and Adolphe Ferrière and Elisabeth Rotten as his and Adolphe Ferrière. deputies. A committee including such infuential fgures as Albert Einstein, then a member of the League Partial list of participants of Nations International Commission for Intellectual in the first IBE committee Cooperation, was set up to raise funds for the IBE. meeting, 19 January 1926. [Left] The founding mothers and fathers of the IBE The historic pen used to sign the IBE accord envisaged that, as part of its core mandate, it would in 1929, when it became collect and share information on education research an intergovernmental and promote ways to apply it. This envisaged role organization, and again of the IBE still resonates today. In the articulation in 1969, when it became of the IBE’s medium-term programmatic focus a UNESCO Category I (2015–2020), (continued on page 26) —› institute. [Above]

22 IN FOCUS | 2015 NINE DECADES 23 The frst IBE Director, Pierre Bovet {left}, with his team, 1925

The aim of the International Bureau of Education is to serve as an information centre for everything that relates to education.

Art. 2 of the Statutes Ready for the signature of the governments July 25, 1929

24 IN FOCUS | 2015 NINE DECADES 25 1952 1956 1969 1970 1971 1975

Women and education Primary school curriculum Integration within UNESCO The International Studies and surveys International Standard Conference on Education in comparative education Classifcation of Education

The International Conference on Public Education The International Conference on Public Education The IBE becomes an integral part of UNESCO, as The International Conference on Public Education The frst volume is devoted to the issue of The International Standard Classifcation addresses the issue of women’s access to discusses issues related to the development an international centre of comparative education, becomes known as the International Conference wastage in education. The last volume, published of Education (ISCED) is approved by the education. of the primary school curriculum. with a mandate of pursuing research particularly in on Education (ICE). For several decades, the in 1987, focuses on science and technology International Conference on Education and the area of comparative education and maintain- Conference has been one of the principal in the primary school of tomorrow. The series subsequently endorsed by UNESCO General ing educational documentation and information mechanisms for setting the international agenda in then continues to be produced as Studies in Conference. services. the feld of education. Comparative Education.

THE IBE DIRECTORS

Director Marope places a very strong emphasis on landmark year. Four years after its establishment, the 2014- 1983-1986 Over time, national reports from the IPCE provided the IBE’s role as knowledge broker. She envisions IBE extended membership to governments across Mmantsetsa Marope Seth J. Spaulding crucial information on global trends in education, that, from 2015 onwards, the IBE will not only contin- the globe and became the frst inter-government Botswana United States including policies across various countries and re- ue to collect and share cutting-edge research fnd- institution on education: the cradle of “global ed- 2007-2014 1977-1983 gions. For decades, researchers and scholars world- ings, but will also rearticulate those fndings ‘to make ucation”, as we know it today! For the frst time in Clementina Acedo James B. Chandler wide mined this unique collection and shared with their implications for policy and practice more ap- history, governments had a global platform through Venezuela United States the world a wide range of research fndings, studies parent’. Thus, it will continue to bridge the gap be- which they could commit to collaborating around and trend analyses. Between 1933 and 1971, the IBE 2005-2007 (Acting Director) 1974-1975 (Acting Director) tween knowledge creation and application. The IBE’s commonly agreed challenges and priorities in edu- published summaries of these reports in the Inter- Pierre Luisoni André Lestage practice of disseminating knowledge to prospective cation. From a humble start with only three founding Switzerland France national Yearbook of Education, with UNESCO be- users also dates back to its founding years. By 1929, members (Spain, Poland and the Republic and Can- coming the co-publisher after 1948. The IBE also re- with only three or four full-time employees working ton of Geneva), a mechanism for global agenda set- 2000-2005 1970-1974 leased its own independent publications, starting in Cecilia Braslavsky Leo R. Fernig in a miniscule offce, the IBE had organized ten in- ting in education was born. In 1934, the IBE formally 1930, and continues to do so. Argentina United Kingdom ternational congresses, working with the League of convened a global governmental forum on educa- Nations and several research and professional as- tion: the International Conference on Public Educa- 1998-2000 1969 (Acting Director) From a centre for research and sociations. Its ‘‘pedagogical tour of the world’’ had tion (ICPE). The ICPE was held annually until 1946, Jacques Hallak René Ochs information to a global comparative France France already reached 70 countries, across all continents. except during the war years. With the Swiss Federal education centre Equally ancient is the IBE’s role in capacity develop- Council acting as intermediary, the ICPE was a forum 1992-1998 1968 (Acting Director) ment, a part of which includes direct training. Driven where, by invitation, ministries of education reported Juan Carlos Tedesco Laurent Pauli The illustrious history of the IBE owes as much to by ideals of pacifsm and universal fraternity, the IBE and exchanged ideas on education developments in Argentina Switzerland its broader membership as to its intellectual lead- organized courses, study visits, exhibitions, and con- their respective countries. ership. For forty years after the the IBE became an 1988-1992 1929-1967 ferences featuring issues of current concern such as Georges Thomé Jean Piaget intergovernmental institution in 1929, served as its education for peace. A global convening agency was born – and with it, Lebanon Switzerland director; Pedro Rosselló, a Spanish educationist the convening power of the IBE, which is even stron- and a fervent advocate of comparative education, The first intergovernmental ger today. While it did offer country membership, 1987-1988 1925-1929 was his deputy. As a world renowned psycholo- Gaston Mialaret Pierre Bovet the IBE opened its conferences and other activities gist, theorist of the development of intelligence organization in education France Switzerland to any government that chose to participate. The and one of the leading thinkers of the 20th cen- Jean Piaget was clearly the longest serving director ICPE brought together more and more countries, 1986-1987 tury, Piaget had a reputation that carried the IBE of the IBE (1929–1969). But, since its establishment in facilitating a growth in country membership to three Chikh Bekri around the world. In the last year of his directorship, 1925, the IBE turned new pages under several direc- more by 1930 (Egypt, Ecuador, and Czechoslovakia), Algeria along with his aides, he negotiated the integration tors, reinvented itself, and distinguished itself as a 20 by 1950 and 195 by 2015, the latter growth greatly of the IBE into UNESCO. After 1945, the IBE began lifelong learning institution. In this regard, 1929 was a enabled by being part of UNESCO. collaborating with the newly established UNESCO

26 IN FOCUS | 2015 NINE DECADES 27 1984 1999 2008 2010 2011 2015

Science and technology Focus on education contents, Inclusive education: the way Post-graduate diploma courses The IBE becomes a global centre The IBE calls for a paradigm methods and teaching/learning of the future in curriculum design and of excellence in curriculum shift in curriculum strategies development

The ICE adopts a recommendation on the The IBE becomes the UNESCO institute The 48th session of the International Conference The IBE starts organizing post-graduate diploma The General Conference of UNESCO decides The IBE makes a strong call for re-positioning universalization and renewal of primary education responsible for educational contents, methods on Education is devoted to the theme “Inclusive courses in curriculum design and development to adopt a strategy aimed at making the IBE curriculum in the global dialogue on lifelong in the perspective of an appropriate introduction and teaching/learning strategies through Education: The Way of the Future”. in collaboration with academic institutions. After a global Centre of Excellence in Curriculum. learning and sustainable development. to science and technology. curriculum development. the successful launching in Latin America and the Caribbean, the courses are expanded to sub-Saharan African countries.

on education issues. It also established closer links veloping contents and methods of education. This production and management; and policy dialogue Marope introduced into the IBE’s work program a with comparative education centres around the change refocused the IBE on improving the quali- on curriculum issues and trends. systemic approach to improve these elements. The world. These partnerships catalyzed the creation of ty of education through the instrument of the cur- fourth program area of the IBE therefore speaks regional comparative education societies and an riculum. Initially under the directorship of Cecilia Reaching for excellence in curriculum directly to the fourth Sustainable Development international council of comparative education. With Braslavsky (2000–2005), the IBE focused increasing- and related matters Goal (SDG4). She also called for a dramatic para- its audience expanding since the 1930s, the IBE “as- ly on curriculum, offering technical and policy ad- digm shift on the curriculum, repositioning it as an serted its independent and scientifc character and vice to many countries and helping them strength- Mid-2014 witnessed a dramatic transformative indispensable tool for putting into operation pol- publicly proclaimed its status as a global centre for en their capacity in the feld. The 2001, 2004 and chapter of the IBE. Mmantsetsa Marope took the icies that make education more relevant to devel- comparative education” (Hofstetter, 2015, p. 39). 2008 ICE sessions tackled themes with much closer reins as the new director; she brought to the office opment. These include efforts to develop future implications for the curriculum: education for learn- her extensive and varied experience from schools, competencies, to implement lifelong learning pol- In 1946, the IBE started to convene the ICPE togeth- ing to live together, education of young people the civil service, academia and bilateral and mul- icies and to develop an integrative core to make er with UNESCO; in 1970 the name was changed to and inclusive education. tilateral agencies in education. Under her lead- education systems more coherent, along with a the International Conference on Education (ICE), in ership, the IBE resolutely focused on its role as tool for infusing a futuristic technology perspec- recognition of other education providers beyond A global centre of excellence the global CoE in curriculum and related matters. tive into education systems. governments. The ICE has sustained its role in set- in curriculum and related matters Because the curriculum relates to practically all ting the global education agenda up to the present. matters of education, She and her team decided In Incheon, Korea, Director Marope pointed to two Key global policies in education across the decades The trend toward a stronger focus on curriculum to focus on three matters that most closely relate elements—the systemic approach to improving can be traced to the ICPE and the ICE: the duration was finally solidified in 2011, when the 36th ses- to the curriculum: learning, teaching and assess- education and learning, and the global paradigm of compulsory education (1934); education for inter- sion of the UNESCO General Conference decided ment. shift on curriculum—and placed them squarely national understanding (1948, 1968 and 1994); access to transform the IBE into a global Centre of Ex- on the agenda of high-level debates of the 2015 of women to education (1952); literacy and adult ed- cellence in Curriculum (CoE) and related matters. Five medium-term program areas were articulat- WEF. The IBE made a mark on the Incheon Decla- ucation (1965); the role of teachers (1975 and 1996); Years earlier, with director Cecilia Braslavsky at ed for accelerating progress towards excellence in ration, which will guide the world in operationaliz- the universalization and renewal of primary educa- the helm, the IBE had begun to work around three the IBE’s areas of competence: curriculum, learning SDG4 and the global Education Agenda until tion (1984); improvement of secondary education program areas: capacity building; policy dialogue; ing, teaching and assessment. From 2015, the IBE 2030. (1986); and inclusive education (2008). and resource bank and observatory of trends. The sought to optimize the contribution of the curricu- strategy for reaching its status as a global CoE was lum to enhance key elements of education: educa- Back at home in Geneva, 2015 was the year for International centre for contents finally adopted in 2011, under the directorship of tion quality, development relevance, resource effi- the IBE to decisively turn a new page: rebranding and methods in education Clementina Acedo (2007–2014). As a way of real- ciency, equity and effective learning. It is working the IBE flagship outputs and focusing them on the izing this strategy, the IBE articulated and began painstakingly to improve the functioning of educa- CoE mandate. With passion, unflinching resolve In the late 1990s, the mandate of the IBE changed to implement three program areas: capacity de- tion systems as enabling environments for effective and tested experience, the IBE is ready for more yet again: It became an international centre for development and technical assistance; knowledge curriculum implementation. To this end, Director to come in 2016.

28 IN FOCUS | 2015 NINE DECADES 29 From Three Where and on what Member States to a is the IBE working Global Footprint today?

30 IN FOCUS | 2015 GLOBAL FOOTPRINT 31 The IBE has had 90 years to collect what is now a hidden treasure trove of education materials from all over the world, spanning three centuries. Bequeathing this intangible heritage to future generations demands its careful conservation and sometimes even restoration. During 2015, the IBE began to digitize this treasure, not only to conserve it, but also to use the best technology to make it more globally accessible.

32 IN FOCUS | 2015 CONSERVING & RESTORING 33 2015 marked the start of a campaign to restore and conserve the intangible heritage that the IBE has acquired over nine decades, so it can bequeath that heritage, responsibly and sustainably, to current and future generations.

Undoubtedly, the IBE library currently holds one form of personnel fles, correspondence, administra- of the most comprehensive textbook collections on tive notes, etc. Equally impressive is the outsider’s view earth. This Historical Textbook Collection comprises of the IBE, captured in its diverse publications and approximately 25,000 primary and secondary educa- exhibitions. Take, for example a handwritten manu- tion textbooks and 300 atlases from the late 1700s to script of Adophe Ferrière’s L’école active (1922), a key the 1980s, from over 140 countries, in over 100 lan- work from the progressive education movement. guages. Together, they capture trends in the development of education over the better part of the 20th Gearing up for the restoration and conservation pro- century. cess, the IBE’s documentalist, Ruth Creamer, rolls a cart of gray storage boxes through the doors and The Historical Textbook Collection is not the only passageways of the documentation centre. She is ea- hidden treasure the IBE holds. It also boasts a unique ger to give the contents of these boxes a new lease of archive of periodicals predating the 1900s, and digital life. She carefully lays the boxes on a wooden 650 education journals from over 80 countries in a table and opens one of them. And look at that: an range of languages. The IBE’s Historical Archives Argentine atlas of Asia and Africa published in 1942. Opposite page: represent another time capsule. They provide an It certainly looks worn from the many fngers of the Adophe Ferrière’s insider’s view of the IBE, from 1925 to 1969, in the researchers who fipped through it over decades. But, L’école active (1922).

34 IN FOCUS | 2015 CONSERVING & RESTORING 35

like the age-respecting societies it comes from, it wears its age proudly, and maybe even faunts it. Cognizant of its delicate state, she holds it up carefully. The paper looks and feels brittle, ready to break into small piec- es. “See, it means visitors will no longer be able to handle this book”, she notes with concern and the urgency to take this treasure into the digital age. Many others in the collections are equally or even more aged, thanks to the same chemical process that turns paper into dust. Her job is cut out for her, and she is clearly in a hurry to get down to the task at hand.

Her team accounts for each and every book in a mas- sive spreadsheet that includes such details as the au- thor, the printer and when and where each item was printed.

By December 2015, Ruth Creamer and her team had already fnished cataloguing the frst batch of 4,000 textbooks. Now they will scan and digitize them, to make them electronically searchable and—crucial- Argentine atlas of Asia ly—accessible. Imagine scholars being able to use a and Africa, published digital catalogue to fnd texts, or information on these in 1942 texts, from almost anywhere on earth and at any time. This is the IBE’s dream. Thanks to a 1.2 million US$ grant from is Royal ighness rince Abdulaziz Bin Fahad bin Abdulaziz Al-Saud, 2015 saw the dream steadily become a reality. But fully realizing this dream will take a lot more than this grant has been able to initiate. Anyone out there willing to help?

Certainly 2015 was the year when the IBE straddled the old and the new. It was the year when the old laid a solid foundation for the new. It was the year when new 21st-century technologies gave a new lease of life to old and ancient texts dating back to the 1700s. Digital access to these old texts will continue to enable researchers to create new knowledge. But 2015 was not about “out with the old and in with the new”. It saw a strategic alliance, even a marriage, of the old and the new, one that will let the IBE enrich the intangible intellectual heritage it currently boasts of. It was about a relentless focus on a cherished tradition.

Opposite: Ruth Creamer rolls a cart of publications through the doors and passageways of the documentation centre.

38 IN FOCUS | 2015 CONSERVING & RESTORING 39 Since its establishment as a Centre for Information and Scientiﬁc Research, the IBE and its partner research institutions have continued to push the frontiers of knowledge. The IBE has equally been historically concerned with bringing cutting-edge knowledge to bear on policy and practice. Yet, a range of factors still keep cutting-edge research-based knowledge inaccessible, both literally and substantively, to a large base of policy makers and practitioners, especially in developing countries. Thus, in 2015, the IBE put a sharp focus on its knowledge brokerage role as a key mechanism for improving the substantive access that policy makers and diverse practitioners can have to cutting-edge knowledge.

40 IN FOCUS | 2015 KNOWLEDGE CREATION 41 expanding literal and substantive access to knowledge

uality curricula, animated by effective teaching and learning, are key instru- the ultimate ments for bringing about desired learning outcomes, as verifed by relevant assessments. Research-based knowledge on the value of IBE’s areas of competence—curriculum, teaching, learning and assessment—continues to grow not knowledge lies only in volume but also in sophistication. Howev- er, a signifcant portion of policy makers and practitioners in IBE’s areas of competence do not have in the way people access to this knowledge. Access is limited by a range of factors including cost, physical distance from libraries and/or total lack of libraries, lack of curren- can apply it to cy of materials in libraries and poor-to-nonexistent connectivity to virtual libraries. Sometimes even attain desired where potential users do have connectivity, they have limited capacity to sift through a corpus of results. for research and select what matters. Even where literal access may be adequate, researchers often present fndings in a language and the mandate format that speaks to the community of knowledge creators but not necessarily to potential users. Thus, literal access does not always translate into of the ibe, substantive access, or to an understanding that lets people see clearly how those fndings apply to ‘launch of these efforts will begin in 2016. In the announced that the IBE would focus on assessment these desired policy and practice. meantime, the IBE continued to produce and dis- as a core element of a systemic approach to improv- seminate books, guidelines and briefs in both soft ing education quality, equity and learning. The IBE’s 2015 work program placed a sharp focus and hardcover formats. results are on its role as a knowledge broker, to narrow the gap In 2015, the IBE launched a new series of intellectu- between knowledge creation and application. It ar- Furthermore, the IBE strengthened its key net- al outputs and debates—In-progress Refections on ticulated four concrete steps: works—the community of practice and the alumni Current and Critical Issues in Curriculum, Learning mainly learning of the post-graduate diploma course—to widen the and Assessment—to bring current thinking on these First, select. Sift through huge deposits of re- dissemination of knowledge to targeted users. And it topics to potential users and to stimulate intellectual outcomes. search-based knowledge to identify what is most established the Global Curriculum Network (GCN), dialogue around them. The frst issue of the series relevant to policy makers and practitioners in the connecting heads of curriculum, teaching, learning focused on assessment within policies and programs felds of curriculum, teaching, learning and assess- and assessment in member states, in order to further designed to raise the quality of education and to ment. augment the knowledge dissemination to primary better facilitate learning. This output not only stimu- users and contributors. lated intellectual dialogue as intended, but also bro- Second, simplify in order to expand substantive kered new partnerships in the area of assessment. access. Review a library of knowledge and re-artic- Fourth, apply knowledge. Infuse this simplifed knowl- ulate it into easily accessible language that commu- edge base into diverse IBE services such as training Analytical knowledge base for supporting learn- nicates key fndings, making their implications for courses, technical dialogue and technical assistance. ing. In partnership with the UNICEF Regional Offce policy and practice very clear. and the OECD, the IBE produced the Latin American edition of The Nature of Learning: Using Research Third, disseminate to relevant policy makers and to Inspire Practice, which the OECD had originally practitioners. Strengthen the IBE’s IT platform, so so what knowledge did the ibe broker published in 2010. This Spanish edition includes a it can serve as an optimal depository of knowl- during 2015 ? new chapter that focusses on implications for related edge, and share it with potential users. The IBE also policies and practices in the region. revamped its website to more easily carry content Above: Assessment as a tool for improving education to targeted users. Director Mmantsetsa quality. In May 2015, during the World Education Designing curriculum for the fast-changing 21st Marope speaking at the Forum in Incheon, South Korea, Director Marope em- century. The IBE sustained its efforts to broker For those without easy connectivity, the IBE reached Google 2015 Global phasized that diverse forms of assessments are indis- knowledge through the IBE Working Papers on Cur- out to technologists to start developing solutions Education Symposium, pensable to improve the quality of education and the riculum Issues. First published in 2006, these papers for disseminating knowledge to such areas; the November 2015 effectiveness of learning. To this global audience, she share the interim results of ongoing research in cur-

42 IN FOCUS | 2015 KNOWLEDGE CREATION 43 riculum and provide readers with a preview of many cation aims to support Member States in reviewing date evidence-based knowledge and analyses on exploratory studies. In 2015, they summarized re- national policies and implementing inclusion at the curriculum, learning and assessment. search on the complexity of curriculum design within school and classroom level. It provides comprehen- the 21st-century context of rapid social change and sive guidance for national policy makers, curriculum rapidly changing student needs. The IBE also re- specialists and developers, teachers, teacher educa- viewed research on how students acquire complex tors, school leaders and district-level administrators. key takeaways skills, with a focus on the “dark network” of implicit memory. The review concludes with a sharp focus on Also in 2015, the IBE published As the Witnesses Fall Closing the gap between creating knowledge and implications for education policy. Silent: 21st Century Holocaust Education in Curric- applying it is rarely a straightforward task. Having ulum, Policy and Practice. The book stands out as now moved far from its original mandate as a sin- Current knowledge with relevance for key themes a distinct example of the IBE’s commitment to ex- gle-function institution, the IBE has embarked on a of the global Education 2030 Agenda. A key part cellence. Reviewers and critics promptly hailed it as transformative process. Far from thinking it a pipe of knowledge brokering is the capacity to discern the most comprehensive collection ever of empir- dream, the IBE is determined to help those in re- what constitutes relevant knowledge and what ical research on Holocaust education in the world. search, policy and practice confront what is actually knowledge is ft for what purpose. This is particular- The timing was perfect: It was released just as the at stake and connect those points in a coherent and ly important in the 21st century, where information world marked the 70th anniversary of the liberation meaningful way. Its focus on both creating and ap- overload is a daunting challenge for less discerning of Auschwitz. The book holds a key message: Giv- plying knowledge is audacious but attainable. Like users. In its role as knowledge broker, the IBE con- en its complexity and deep connections with dif- other felds, education is on the brink of fundamental tinued its biweekly Alert Services, which carefully se- fcult histories, the Holocaust requires more than a change, and a key part of that change will be open- lect and make available a range of online resources, simple new addition or insertion into curricula, or a ing specialized knowledge to practitioners and even including reports, publications, websites and news. few more hours squeezed into already packed study to the public. So, both literal and substantive access Three thematic alerts were produced during 2015, schedules. to knowledge matters—and even more crucial is ap- focusing on the global Education 2030 Agenda: in- plying that knowledge to create new and better real- clusive education, global citizenship education, and The book makes a profound contribution to the work ities for all. Technology is a key driver of this change, confict and education. that lies ahead. Our shared global commitment to which comes with a new range of opportunities and end genocide, mass atrocities and extremism re- challenges. IBE webpage. How could the IBE be a knowledge quires a multifaceted effort, with education at its broker without a rich and user-friendly website to heart. As a knowledge broker, the IBE is right out in front of manage and communicate knowledge? 2015 saw these changes, and sees them as promising elements the redesign and reshaping of the IBE website. The Triggered by debates during the launch of this book, of a much-needed global dialogue about education, website now crisply refects the IBE’s new strategic in 2015 the IBE launched a new initiative: Universal among researchers, policy makers, practitioners and orientation; with its improved usability and naviga- Values in the Curriculum. the public. They are also elements of the even more tion tools, users can better access the knowledge crucial dialogue between education and other felds, base in conjunction with IBE initiatives and activities. From 2016 onwards, the IBE will produce more even those not immediately linked to education. It also provides enhanced access to all IBE resources, publications on the critical issues of extremism, in- Learning from advances in other disciplines involves which are now searchable by country, year, keywords tolerance and exclusion, using approaches that are an enlightening and exciting process: translating and topics. revealing and thought-provoking. The series of pub- their often introspective and highly specialized lan- lications will further support the IBE’s work on uni- guage into accessible wording and cross-fertilizing versal values in education and the overall UNESCO insights across disciplines. In 2015, the IBE initiated work on the culture of peace, shaped by a respect for the frst such project to connect more vigorously IBE's what about the ibe’s own knowledge cre- universal human rights. contribution to new knowledge. ation during 2015 ? 2015 also marked the 45th anniversary of Prospects, The IBE’s sharp focus on knowledge brokerage has one of the oldest and most continuously published not meant that it abandoned its creation of new journals in international and comparative education. knowledge. In 2015, it focused on creating new At 45, it looks more sprightly and vigorous than ever! knowledge in its highest priority areas and within its In fact, 2015 saw the journal receive a facelift, as the function as a laboratory of ideas. It pushed the fron- IBE rebranded it in line with its current insignia, and tiers of knowledge in four priority areas, all focused as it entered a renaissance of its own. During 2015, on equity and inclusion. Prospects’ editor-in-chief, Director Marope, along with its managing editor, Dr. Simona Popa, aligned Hot on the heels of the May 2015 World Education the journal’s substantive focus with the IBE’s current Forum, which acknowledged inclusion as an over- mandate to focus on curriculum, teaching, learning all guiding principle of the global Education 2030 and assessment, as tools for equitable quality of ed- Agenda, the IBE produced a tool to support coun- Above: ucation and lifelong learning. Quite an appropriate tries to put into effect their policies on inclusion in IBE's contribution move, given the focus of the global Education 2030 and through education. Reaching Out to All Learn- to new knowledge, Agenda. The articles published in 2015 exemplify the ers: A Resource Pack for Supporting Inclusive Edu- 2015 IBE’s unfagging efforts to produce and share up-to-

44 IN FOCUS | 2015 KNOWLEDGE CREATION 45 How did you come up with the Front- various countries. With education per se, lineSMS idea? How has it evolved? and how new technologies can enhance learning, most of what I come across are Creator of FrontlineSMS, Making sure we make the most of the in- solutions developed by social businesses an award-winning mobile credible opportunity mobile presents has rather than lone innovators, so many people taken up much of the last 15 years of my pro- see e-learning solutions development as a messaging application aimed fessional life. My experience of the African business opportunity. They don’t tend to think at the grassroots non-profit continent began ten years earlier in 1993 the same about health, which is interesting. when I visited Zambia to help build a school. Q community, Ken Banks is Since then I’ve returned to live and work on How do you imagine the school of one of the world’s leading the continent on many occasions, always the 21st century? spending time with grassroots non-proft voices on mobile technology organizations, the majority of which were lo- I think schools look different everywhere, so and development. He spent cally run. With a deep understanding of the it’s hard to picture what schools in general problems and challenges they faced, it was might be like. In the world of social inno- two decades working on no surprise that the initial focus of my work vation I live in, the world is the classroom, projects in Africa to connect in mobile was to be there. As mobile phones and when I think about some of the most began to show their development potential, valuable things I’ve learned over the years mobile technology to positive they were the ones, I feared, who would be they’ve certainly come outside of any rec- social and environmental left behind. There were signs that, by focus- ognized learning infrastructure. A ing on the top tier of non-profts in the de- In terms of what the future of learning change, and has looked veloping world—those with funding, access being used in over 170 countries around the might be, I’m a big fan of Ashoka’s ‘Change- specifically at how everyday and resources— we were leaving those fur- world for all manner of social change activ- maker Schools’ initiative, which seeks to ther down behind, and few people seemed ities, from election monitoring, to conser- arm students with the kinds of skills they’re technologies can be used to to be paying any attention. vation, agriculture, health, education and going to need in a rapidly changing world democratize opportunities My response was to build a tool which activism. of work. Skills like empathy and problem would specifcally meet the needs of that solving, for example. I think the most suc- for economic self-sufciency, grassroots community. The idea for Front- Can mobile technology help redefne cessful students of the future will have more rebuild local community and lineSMS came to me one rainy Saturday eve- learning? What are your thoughts about of their education rooted in the real world, ning in early 2005, in Cambridge, UK. Over the links between innovation, entrepre- rather than the one that existed in the 20th promote a return to local the previous two years I had been working neurship, social change, and education? century. K resource use. His work and extensively in South Africa and Mozambique with a South African NGO on a contract with Perhaps I’m a little old school, but I don’t We were honored to publish your article writing on Africa, technology the oldest international conservation orga- think technology will ever replace teachers. on mobile learning in Prospects. What and innovation won him nization in the world: Fauna & Flora Inter- Learning tools can supplement, enhance are your thoughts about continuing to national. We were looking at ways national or extend the learning experience, but I work with the IBE? many accolades, including parks could use information and communi- still very much believe that it’s not all about cations technologies to better communicate the technology. So when we talk about any I am always excited to work with people and Laureate of the Tech Awards, with local communities—something that has kind of technology redefning anything, I’m organizations open to change and disrup- CARE International’s first traditionally been problematic. Since SMS immediately skeptical. The technology cer- tion in their felds—but the kind of change (text messaging) usage was just beginning tainly can help, but frst it has to be used in and disruption rooted in the realities of Entrepreneur in Residence, its astronomical climb, it seemed like an ob- appropriate ways. what’s needed rather than what people National Geographic Emerging vious communications tool to consider. Clearly the Internet and mobile would simply ‘like’ to do. As the technolo- E While many solutions at the time were phones can provide access to a vast array gy landscape leaps ahead in the developed Explorer, and Pop!Tech Social being developed around something many of resources previously not available to stu- world, we’re presented with increasing Innovation Fellow. Ken talks grassroots communities didn’t have—the dents, and provide access to rich learning numbers of tools which we can consider Internet—FrontlineSMS focused on lever- materials such as interactive websites, vid- as learning tools for children in developing to us with passion about his aging what they did have. By connecting a eos and games. While we’ve seen consid- countries, but we shouldn’t just see it as a extraordinary work, and the mobile phone or a GSM dongle to a laptop erable focus and progress in these areas case of ‘technology transfer.’ We need to computer, people could send and receive over the years, most of the entrepreneur- consider which tools might be most relevant power and limitations that messages directly via the mobile network ship and social change initiatives I’ve come and appropriate, based on local needs, be- technology holds when it without the need for the Internet, without across don’t focus specifcally on educa- fore rushing to show how innovative we are. the need for expensive equipment and with- tion—although, of course, health messag- These are all issues I’m passionate about, so comes to learning. out the need for complex technical training. ing is, in effect, education, as is information I always welcome the opportunity to work Early adoption was slow, but it gradually about candidates in an election, all things with people keen to make the most of the N grew and, ten years on, FrontlineSMS is delivered today through mobile phones in opportunities available today.

46 IN FOCUS | 2015 KEN BANKS 47 Transforming Reading Curricula in the Sahel

Reading is a fundamental skill, crucial to lifelong learning. Children who do not develop sustainable reading and writing skills in their early years are less likely to develop the other skills they need in school and throughout their education. This severely limits their economic, social and individual development opportunities later on. Yet, globally, about 250 million children of primary school age do not have basic literacy skills. About 130 million of these would have gone through lower primary education. The Sahel ranks among the lowest literacy rates, and the IBE answered the call.

48 IN FOCUS | 2015 READING IN THE SAHEL 49 The IBE has the critical expertise to address this urgent need for quality early reading and writing education and is already supporting governments’ eforts in three countries in the Sahel: Burkina Faso, Niger and Senegal. They are now IBE’s partners in an am- bitious capacity-building project, sponsored by the Global Partnership for Education: Improving Learning Outcomes in Early Grade Reading: Integration of Curriculum, Teaching, Learning Materials, and Assessment. This multi- Literacy Skills year initiative aims to develop early-grade reading competency. are Cornerstones During 2015, an IBE team, coordinated by Amapola Alama, produced curricula documents, tai- of National lored and targeted to each country’s needs and context. The team also developed materials to support Development teacher training and to ensure efective implementation of the student curricula across the three partner countries.

The IBE held nine capacity-building workshops, three in each country, with impressive and concrete results:

In Senegal, national orientations on teaching reading and writing in French as a second language, and a supporting docu- f you want to improve early reading ment for instruction. skills, make sure that children are offered both high-quality reading cur- In Niger, two teacher-training modules, covering grades 1 ricula and high-quality teaching. This to 2 and 3 to 4 of primary school, with a matching guide for simple but transformative equation lies practitioners. at the heart of the 2030 Vision of Lit- eracy, promoted by UNESCO in 2015. In Burkina Faso, a guide and toolkit for teachers, and a Far too often, however, such vision revised training module. statements remain only on paper, with little impact on policy and/or practice. Rather than asking stakeholders to grapple with For instance, African governments acknowledge somebody else’s idea of a problem that needs solv- the importance of enabling children to acquire sus- ing, this initiative challenges educators to investigate tainable literacy in their early school grades. They the conditions that pose challenges for early reading. recognize that literacy skills are cornerstones of national More to the point, the teacher trainers and the teach- development. However, all too often they simply strug- ers involved gain knowledge that they need to turn gle to implement these ideas efectively through early the teaching of early reading around, to signifcantly reading and writing programs. Far too few teachers enhance curriculum alignment and to improve learn- have the theoretical and practical knowledge to teach ing practices. their students to read and write. Making the challenge This achievement is unprecedented. Never be- even more complex is Africa’s vibrant multilingual fore did teachers in these three countries have explic- reality and the shortage of opportunities for pre-pri- it training in reading instruction. It simply was not mary education. included in their teacher training curricula. Typically, Many children miss out on opportunities to de- teachers would enter the classroom with hardly any velop fundamental skills—and many have no chance preparation to teach children how to read and write. to learn to read in their frst language. The ripple ef- Alama refers to the initiative as a “stimulant to mind- fects of poor reading skills are dramatic: learners who set”. She has seen it generate remarkable change in make limited educational progress have limited oppor- teacher trainers and teachers, as well as in curricu- tunities for economic and social development through- lum specialists. By producing the much-needed train- out their lives. The bottom line? Social inequalities are ing materials and helping educators to integrate their Students from established very early in life. The solution starts with knowledge, the initiative has empowered them to École de Saté, the bare basics of education: reading and writing in become primary agents of change. Nagréongo, Burkina the early grades, and strong early childhood care and More on the initiative in the future, as the IBE Faso (fieldwork, Early education. and its partners plan to take it to scale. Reading Project).

50 IN FOCUS | 2015 READING IN THE SAHEL 51 or some years now, the IBE has maintained that “curriculum matters” more than education researchers, policy SETTING makers or practitioners realize. This message is increasingly pertinent, and it deserves For some years repeating, given the demands that the global Ed- ucation 2030 Agenda places on national curricu- now, the IBE has lum frameworks to adapt to the many changes and challenges ahead. Indeed, concern for the quality maintained that and relevance of the curriculum permeates any discussion on education and development. “curriculum matters”

The curriculum is crucial for achieving Target 4.1 more than education of SDG4: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education researchers, NORMS leading to relevant and effective learning outcomes. It is also critical for learning and living in the complex, policy makers or ever-changing world of the 21st century. To move beyond the rhetoric and implement a truly relevant practitioners AND STANDARDS 21st-century education will require far more than simply adding new content into current curricula realize. and digital technology into schools. It will take a concerted focus on the design, development, deliv- FOR QUALITY CURRICULA ery and assessment of national curricula. This concerted effort requires clear guidance from clear norms and standards. During 2015, the IBE tive role of these indicators and strategies respond- commenced work on creating this much-needed ed to the country’s demand for real-time, bespoke reference point, as a core part of its function as a solutions, which are also innovative, transparent A quality curriculum norms-and standard-setting institution. and easily understandable. requires careful planning, For a start, the IBE, in collaboration with the UN- A mock application was also conducted by partici- ESCO Chair in Curriculum Development (CUDC) pants in the face-to-face session of the 2015 Latin attention to context, and at the University of Quebec at Montreal (UQAM), America and Caribbean (LAC) Diploma in Curric- articulated sound criteria and a set of 25 indicators ulum Design and Development. Participants recog- clear guidance from norms that can help assure that a curriculum is of high nized the long-standing “norms and standards vacu- quality. For now, these indicators are structured um” in the field, which leaves practitioners without and standards. But such around four main dimensions: education policies, the tools they need to assess and ensure the quality norms and standards do curriculum orientations, curriculum profiles and of their curricula. They saw that developing gener- curriculum experienced through learning. ic norms and standards was a key step toward un- not exist as yet! This leaves derstanding, reviewing and improving the ways that Developing them required first of all the recogni- curriculum reforms are currently undertaken in the countries without a reference tion of contextual specificities of national curric- region. ula and that no “one size fits all”. The indicators point, as they design and were therefore developed as generic pointers that In partnerships with curriculum agencies and insti- countries can adapt to their respective contexts. tutes worldwide, the IBE will continue to develop, develop quality national pilot and adapt the norms and standards in real The work began in Cote d’Ivoire in 2015, where contexts. At the end of the journey, the IBE will curricula. In 2015, the IBE 40 Ministry of Education officials piloted the in- be able to offer Member States a valuable output: focused on its core function dicators, as they worked through their curriculum collectively validated tools that can guide high-qual- reform process. The pilot revealed the broader ity curricula design and development. to set curriculum norms role those indicators could play. For instance, they could help create an enabling environment for and standards. reforming curricula, and even education systems more generally. The Ivorian pilot generated a set of short-, medium- and long-term objectives to be later translated into a three-year nationwide education action plan. The potentially transforma-

52 IN FOCUS | 2015 NORMS & STANDARDS 53 ADDRESSING GENDER INEQUALITY IN STEM

In 2015, the IBE launched a partnership with the Malaysian government to bring more girls into science, technology, engineering, and mathematics (STEM) studies and to redress entrenched gender inequalities.

54 IN FOCUS | 2015 GENDER INEQUALITY 55 Likewise, despite the high proportion of women Share of women in higher education, gender parity remains elusive in higher education in research. Many factors explain this situation. and research, In schools, girls encounter uninformed teaching 2013 practices, misrepresentations in textbooks and low societal expectations. They tend to have low self-confdence. In the STEM felds, women encounter gender stereotyping, lack of role models, isolation by their peers if they pursue scientifc studies and less family-friendly fexibility. All these factors continue to discourage girls and women from pursuing STEM education and STEM jobs.

Inclusive curriculum: A catalyst for change 53% 53%

What should be done to increase women’s pres- ence in STEM felds? One important strategy is developing inclusive STEM curricula, which can enrich the learning experiences of all learners and change mindsets and practices across societies. The IBE is deeply committed to supporting coun- 43% tries as they implement gender-responsive STEM policies through their curricula. But the IBE cannot do this alone. It is crucial to develop robust partnerships that can deliver on multiple imper- atives and bring in valuable experience on ways to enhance girls’ participation and performance in STEM subjects. 28% Malaysia and the IBE: A promising partnership

Malaysia brings considerable intellectual frepower and know-how to bear on the issue. To meet its Women and STEM around the world goal of becoming a developed nation by 2015, the government sharpened its focus on STEM felds, As part of the global equity and inclusion impera- especially in education. For instance, over the next tive, the Incheon Declaration adopted by the 2015 fve years, 60% of high school graduates will be World Education Forum called for an urgent elim- concentrating in science, technology, engineer- ination of gender disparities, by ensuring equal ing and math. The country already has a suffcient access for all women and men to affordable qual- threshold of women in STEM. In fact, Malaysia’s ity technical, vocational and tertiary education, science programs are the most gender-integrated including university (Target 4.5, SDG4). Many gov- in the world: Women earn 57% of science degrees ernments have been committed to promoting and about half of computer science degrees. gender equality in education; at least in terms of This background provided the catalyst for the access, many countries are moving toward gender IBE and the Malaysia government to join efforts parity in secondary education. in supporting other countries, especially those in However, anyone who digs below the basic the geographic South, in bringing more girls into statistics on access will fnd that signifcant dispar- STEM education. ities remain in specifc areas and at specifc levels In April 2015, in Geneva, Malaysia’s deputy of education systems. To date, far fewer women prime minister and minister of education, the Hon- than men are pursuing university degrees and ca- ourable Tan Sri Muhyidin Mohd Yasin, along with reers in STEM felds. Why? Because many general Director Mmantsetsa Marope, launched a joint education systems fail to enable girls to earn pass- initiative titled Strengthening STEM Curricula for es in learning areas that enable them to specialize Girls in Africa, and Asia and the Pacifc. The initia- in STEM at the tertiary level. Even as women have tive aims to strengthen STEM policies, curricula, become a larger share of the college-educat- pedagogy and teacher education and professional ed workforce over the past decade, they remain development in four countries: Cambodia, Indo- Source: UNESCO Science Report 2015, based on UNESCO Institute for Statistics estimates. underrepresented in STEM. nesia, Kenya and Nigeria.

56 IN FOCUS | 2015 GENDER INEQUALITY 57 Addressing the Global

Million primary Education Quality and teachers need to be recruited to achieve universal primary Learning Crisis education by 2020. Million children Million under-fives cannot read, write or suffered moderate do basic mathematics to severe stunting after at least 4 years in 2013, risking of schooling. By the end of the EFA agenda, the global community had looked at the poor their cognitive By the end of the EFA agenda, the global community broadly development and recognizededucation and that insu the fchallengecient opportunities of poor education for efective quality learning and that still exist 10.9 capacity to learn. inein toofective many learning countries, opportunities and recognized had become that we a were crisis. in Thefact averagefacing a crisis. educationAn average system education is unable system to equipis simply learners not able with to the equip competencies learners with the requiredcompetencies for ef theyective need functioning to function in theefectively 21st century. in the To21st e fcentury.ectively Howaddress can thiswe assureglobal thatcrisis, SDG4 key impedimentswill not follow to the ef pathective of and the impactfulEFA agenda? education We must systemsanalyze, need and to then be analyzeddecisively and address, decisively the key addressed impediments if SDG4 that is prevent not 130 toeducation sufer the systems fate of thefrom EFA being Goal ef 6.ective and having an impact. 161 Global Monitoring Report

2013 - 2015

In the 21st century, individual and collective devel- The challenge of poor education quality and learning opment heavily depends on knowledge, skills, afects, is more severe in, but not restricted to, developing coun- 25% technology savvy, and the application thereof to real- tries. It is equally more intense for learners with disad- ize the desired impact (e.g., employability, productivity, vantages such as: coming from a low socio-economic efciency, efectiveness, strategic collaborations, leader- background, being female, having disabilities, dwelling 42% ship, good governance). These attributes are collective- in rural/remote or urban informal settlements, speaking ly referred to as relevant competencies. Consequently, minority languages, being displaced, and living in con- recent years have witnessed a proliferation of national fict afected areas. Thus, what intensifes the challenge and cross-border lists of comptencies for efective func- is the inequity of education quality and learning across tioning in the 21st century. These lists are proferred for situations. integration into curricula. As such, there has been a pervasive trend to reorient education systems and their curricula towards competency-based approaches. How- ever, diverse assessments show that due to the poor quality of primary school of eligible children of education and inefective learning opportunities, the teachers in a third don't have access to average education system fails to enable learners to ac- of countries with pre-primary education quire required comptencies. Other than curtailing indi- data are not trained – an indispensable vidual development, poor acquisition of competencies according to national foundation for effective learning. denies countries the human resources and the human standards. capital accumulation required to support holistic, inclusive and sustainable development. Source: Global Monitoring Report 2013-14, 2015

58 IN FOCUS | 2015 EDUCATION QUALITY & LEARNING CRISIS 59 PRIORITIZING EQUITY OF EDUCATION Four Binding Constraints QUALITY AND EFFECTIVE LEARNING F O R A L L SYSTEM to EQUITABLE, HIGH-QUALITY, CHARACTERISTICS DEVELOPMENT-RELEVANT, During 2015, the IBE intensifed its contribution to In best-practice education systems and R E S O U R C E - E F F I C I E N T the redress of the global education quality and learn- EDUCATION and LEARNING ing crisis by adding a program area seeking to:

Strengthen the capacity of member states to analyze critical impediments that hinder their equitable provision of quality, evelometrelevat, resorceeciet ecatio a lifelo Leaders of education systems are inadequately The system grossly neglects learners learning opportunities, and to develop and implement responsive prepared, and cannot create enabling and learning, which are core elements interventions. 1 environments for systems to be efective. of improving learning.

This support was structured in three phases. The frst phase was a comprehensive analysis of the They are equitable and functioning of the education systems with a view to responsive to the learning needs Governance is inadequate at every level Technology is only weakly, and mechanically, identify binding constraints. This analysis was led of all citizens and inhabitants. of education and learning systems. integrated into education and learning systems. and undertaken by technical experts from Ministries of Education, with support from the IBE. Based on fndings from the analysis, binding constraints were prioritized through a consultative process. The second phase was the development of interventions to No concrete instruments are available Early childhood care and education (ECCE) redress and even eradicate identifed constraints. The to make the systems more resource efcient, systems are too weak to efectively underpin third phase will be the actual implementation of the 2 and to sustain efciency gains. lifelong learning. interventions, supported by close monitoring of their impact. In previous years, the IBE had already support- They offer a high quality of education ed ten countries as they undertook the frst, analyti- and effective learning opportunities Countries do not have institutionalized The systems lack a concrete and operational cal, phase. In 2015, an eleventh country, Swaziland, that lead to high levels of learning national mechanisms to ensure that the systems expression of that quality, and have no clear joined the list of countries that had completed the outcomes for all. remain relevant to national, regional and and easily monitored benchmarks for frst phase. Can you identify the eleven countries global development. improving it.

Countries do not have mechanisms to ensure Inadequate attention is paid to youth 3 that the education systems remain relevant to the competency needs, especially as they pertain needs of the labor market and the world of work. to holistic and fulflling engagement.

They are responsive to their country's development challenges and opprtunities. Lack of national consensus exists on what constitutes Little evidence or knowledge is available quality and development-relevant education and learn- on how to help people become lifelong ing within a specifc national and temporal context. learners.

Reports from the eleven countries identifed the list in the column to the far right as the most binding constraints to equitable provision of quality, develop- The systems cannot assess or ofer the increas- The systems face shortages of teachers who can ment-relevant, resource-efcient education and learn- 4 ingly important soft skills and 21st-century skills. efectively support learning in the 21st century. ing opportunities. Also in 2015, the IBE provided the frst three countries—Seychelles, Swaziland and Egypt—with They use resources technical support towards the design of interventions effciently, and are resilient for addressing priority constraints. and sustainable. Systems often lack qualitative indicators In the coming years, the IBE will sustain tech- for quality education and learning. nical support to these countries’ education systems in transitioning to best practice, characterized by:

60 IN FOCUS | 2015 EDUCATION QUALITY & LEARNING CRISIS 61 2015 marked a decade of the IBE post-graduate diploma program which grooms future technical leaders for curriculum development at the national and regional level. The program already covers Africa, Latin America and the Caribbean; 2015 saw the IBE prepare to expand it into the Arab states.

tive thinking, with specifc goals of solving practical problems. At the end of the course, they hone an array of techniques they can use to spur innovation in their national curriculum development processes. Gradu- The training combines two ates often become major play- weeks of face-to-face sessions, ers in their countries, leading led by international and nation- innovative curricula reforms. al experts, and nine months of The program is certainly meet- distance learning, supported ing its goal: to build technical by a multidisciplinary pool of leaders for curriculum design in curriculum design and devel- tutors. Among other resourc- and development at national opment. Among the students es, it uses the IBE-produced and regional levels and to spur are policy makers, curriculum Resource Pack, which covers professionalism and innovation specialists, teacher supervisors, a vast array of training activi- in the feld. And in 2016, the school principals, teacher train- ties and case studies from all program’s remarkable devel- It is the end of August 2015, at the ers and quality assurance off- UNESCO regions, along with opment and success soon ex- Catholic University of Uruguay. cers. cutting-edge knowledge on pand to the Arab region. Students lob questions, huddle This is the Latin America and curriculum trends, issues and On its 10th anniversary in together in project teams, iden- the Caribbean branch of the practices from an internation- 2015, the program had reached tify what in their national curric- program, hosted by the Catholic al and comparative perspec- 450 participants from 60 coun- ula requires attention, exchange University of Uruguay (UCU) for tive. The Resource Pack, whose tries. As it grows, it also keeps answers, debate multiple poten- its sixth consecutive year. The new edition was just published, refecting on itself. In addition to tial solutions, and then develop program has also been offered is designed to serve as an “ed- its tangible achievements, what concrete plans of action. four times in Africa, hosted by ucation GPS” that can help par- really matters is its innovative This blend of thought-pro- the Open University of Tanzania ticipants move confdently and process, which drives positive voking discussions, personalized (OUT), thanks to support from successfully through curriculum transformation in curriculum de- learning and engaging group the Hamdan Bin Rashid Al Mak- renewal and development. sign and development. The IBE activities is the essence of the toum Award for Distinguished The students who con- remains resolute in maintaining post-graduate diploma course Academic Performance. verge here engage in innova- its creative culture.

62 IN FOCUS | 2015 LEADERSHIP 63 The IBE and the Worlddidac Association signed a Memorandum of Under- standing in December 2015. The agreement expands the IBE’s technical services to more Member States and partners—and meanwhile lets Worlddidac members participate in the IBE’s projects and initiatives.

This partnership extends the IBE’s geographical outreach to the Worlddidac network: 140 member companies and organizations in 38 countries on 4 continents. It connects the IBE’s global networks of policy makers and practitioners with excellent and well-known international educational service providers, bringing them updated knowledge and better access to the latest educational technologies and services.

As part of this agreement, IBE staff will attend two Worlddidac exhibitions in 2016: GESS Dubai 2016 and Worlddidac Asia in Hong Kong, allowing them to connect with high-ranked offcials, practitioners, and CEOs of education service groups.

64 IN FOCUS | 2015 WORLDDIDAC 65 S T E M S Y S G V E D E V E L O P M I N L U S I E N T R N N C A D I E N G F O R L A A R N I N Y O U T D L E L E H I N N B N D H A A A A R I N N A , T E A C H I N G , D N A O U L L E A S O T T I R I C R N H I S A U R I N I P T U C C G S A U G P O S T G R A D U S D E M I N AT E A N C R E T E N A U S T H N D O C G N D A D F I G N D O P T I G A N I M S E T N E · A C T A S S S I T R P E S E F E I N R T S I L E S S E O · · S U P P O P R S Notes from the C O H R T I E C ' M N S Y N H T G T E G I D C E T H V N G N E E E T N T G E N E A T E I R C R I P O T T H E C M R S I E E E I D Managing Editor O O V F · · U P P L E R F C M C P E O E A E A E U D N T G D R S I T I R U N O N A · G T O N A M U A F S E F A S N C P D G A D N R G N A I A 4 L

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R O R E U I E L I O · S C T , R E U A S G A C H U L S T R U U N S A C I T M E D H M A H R E I N C S N F E A I O D A I T M N R W G N E T E G N A I O I R M R , A K G E T · P M N A R R X M D C E A U E T L A E F A M C I N X U L L E U D P U D C N S A L C D I T N E A I O A R D R N R N R E I I N R A O R A N G U H E M G C L U C I S T I P S A D C N R A S H I N C I L N G T E G N E R I N A · G I C PA R T N I T H D L O I O R C O R E B AT C Y E V A L C D U C R L E L E L I T I Z E N S H I P E O R U O O P S F A G T I N E E O N G T Y P E L I C U R O T O I C I A R I C U L A P R C T D G R A L I N T P A S B E S O B S · B U I L D I N G L R E G G D D I N D Simona Popa · L E A · A Managing Editor, IBE In Focus

66 IN FOCUS | 2015 FORESHADOWING 2016 67 IN FOCUS is an annual magazine published by the International Bureau of Education (IBE). We welcome and encourage reader feedback and interaction.

EDITORIAL TEAM

Editor-in-Chief Mmantsetsa Marope Director, IBE

Managing Editor Simona Popa

Contributors Amapola Alama Massimo Amadio Renato Opertti

Copy editors Helen Snively Leslie Cohen Heidi Scherz

Art Direction & Design Biogrfca

Photography Rafael García Sánchez

Printing TF Artes Grfcas

CONTACT

Editorial and advertising enquiries:

Tel: +41 (0)22 917 78 28 Fax: +41.22.917.78.01 E-mail: ibe.info@unesco.org

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