Events

The High-level Political Forum, United Nations central platform for follow-up and review of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals, provides for the full and effective participation of all States Members of the United Nations and States members of specialized agencies.

The UNESCO World Conference on Education for Sustainable Development will be held as a virtual conference from 17 to 19 May 2021.

The CIES 2021 Program Chair and Planning Committee welcomes you to the 65th Annual Meeting of the Comparative and International Education Society! The 2021 CIES conference will take place virtually April 25 – May 2, 2021. We anticipate a vibrant engagement of researchers, students, practitioners, and policy makers, in a welcoming and inspiring professional community.

The 2021 conference theme, Social Responsibility within Changing Contexts, focuses our attention on closely examining the work we do and how others in the field experience our work, in a changing environment with a growing variety of actors who may or may not share the same visions for the future. As we enter the third decade of the 21st century, we see rapid changes in political, economic, environmental, cultural, and social spaces. Along with these changes is an increasing variety of actors, including non-state actors who are now more involved. These changes influence education globally and locally. This calls for revisiting the relationships among context, actors, visions, and action, and our own collective social responsibility.

Starting on March 22 and through April 2, you will be able to follow the sessions virtually. Sessions hosted by the World Bank Group will be livestreamed here. Sessions hosted by the International Monetary Fund will be livestreamed on their website: https://www.imf.org/cso

Annual conference “Trends in education development”

https://www.msses.ru/announcement/konferentsiya-tendentsii-razvitiya-obrazovaniya-globalnaya-vyzovy-i-neravnye-vozmozhnosti/

A growing number of countries are taking part in International Large-Scale Assessments (ILSAs). What are the political, economic, technical, and socio-cultural reasons that motivate them? What is the role of international organizations involved in their development and the private sector, which can lobby for ILSAs? Recognising the interests of a diverse set of actors involved with ILSAs is key to understanding their uses, costs and benefits, and how they may evolve.

Join us on 2 December 2019 for our next Strategic Debate with Camilla Addey, a Marie Curie Fellow at the Autonomous University of Barcelona, Spain, and Lecturer at Teacher’s College at Columbia University, in the United States. Noah Webster Sobe, Senior Project officer for Education Research and Foresight at UNESCO, will join as the Discussant, and Suzanne Grant Lewis, Director of IIEP-UNESCO, will moderate the debate.

When: Monday 2 December 2019, 4 pm – 6 pm (CET)
Where: IIEP-UNESCO auditorium
7-9 rue Eugène Delacroix, 75116 Paris, France

VIII Annual International EAOKO conference will be organized in collaboration with the Ministry of Education of the Republic of Belarus with support from Russia Education Aid for Development (READ) a joint program of the Russian Government and the World Bank.
The event will include plenary sessions featuring representatives from both CIS and non-CIS countries, as well as specialists of leading international organisations, institutions and agencies in the sphere of education quality assessment.
The focal point of a conference will be school, in-classroom and criterial education quality assessment. 21st Century Skills evaluation as well as education quality assessment in frames of teachers training will be subjects for debates at specific sessions and roundtable discussions.
Formulating recommendations for the improvement of education quality assessment systems is aimed to be the main pratical outcome of the conference.

Conference Theme – Assessment for transformation: teaching, learning and improving educational outcomes.

The 2019 conference theme might be seen as a continuity of the theme for 2018 and embraces not necessarily new perspectives on approaches to student assessment but aims to emphasize assessment as a tool that can play a relevant role in transforming the ways students are taught, the ways they develop as leaners and, furthermore, that can contribute to high quality educational outcomes around the world.

In frames of the READ Program, Center for International Cooperation in Education Development (CICED) and the Reimbursable Advisory Services (RAS) in collaboration with the Organisation for Economic Co-Operation (OECD) and UNESCO International Institute for Educational Planning (IIEP) hosts a short-term training “Learning assessments: How to use data for policy making purposes”.

The participants will get a review of international debates on concepts, terms, and indicators that are associated with learning assessments and then have some practice in how to improve educational system by using education quality assessment research outcomes.

This training is addressed to education management professionals as well as researchers in the field of education quality assessment.

2019 theme is Assessment and Decision-Making: Individual and Institutional solutions.

The use of assessment data for decision-making has been one of the questions of validity debate in the area and providing a platform for presenting solutions on either an individual learner level or organizational scope is our motivation and contribution for the increased assessment practices.

Within the above-mentioned framework the Conference participants will make presentations on the following topics:

• Use of assessment in decision-making
• Reliability and validity of assessments in decision-making
• Assessment techniques for better decision-making practices
• Assessment as an institutional reforming tool in education and civil service
• Opportunities and challenges in admission testing and recruitment policies of public and private sector
• Creating value-added measures for better predictions
• The future of assessment instruments in university admissions and civil service selection
• Assessment as an innovation tool in the education system and good governance
• Assessment data and decision making responsibility
• E-assessments and technology-advanced platforms
• Operational/operations research themes in educational and workforce assessments

This conference will provide an opportunity for researchers and practitioners to share their understandings of current processes and findings, as well as to look at possibilities for setting-up new trends in assessment and decision-making.

XVII BCES Conference 2019 Theme as proposed by Dr. Ewelina K. Niemczyk (Canada, currently at North-West University, Potchefstroom, South Africa):

Internationally, there is a growing body of work on globalization and glocalization driven by a rapidly changing world and associated global and local issues. Although, both notions, globalization and glocalization, have developed as a response to the increasingly inter-connected and inter-dependent world, global education has gained stronger scholarly attention than glocal education. This keynote address provides a platform to put together the two notions in conversation with one another in order to uncover the meaning of glocal education in practice in connection to teaching, researching, and citizenship.

Currently, there are no universal or established standards for glocal education, however, some scholars, institutions, and organizations have developed a variety of approaches and frameworks for glocal education. The glocal approach to education can be understood in terms of (a) how educational institutions manage to transfer understanding of global realities, opportunities and challenges with connection to the local context and (b) how are the educational institutions meeting the mission of addressing local needs while addressing global realities and performing at a level of global aspirations. At the heart of glocal education is the exploration of local and global connections to maximize glocal consciousness and to contribute to a local and global common good. The concept can be understood in a form of a dual-citizenship that comes with privileges and responsibilities. We are all citizens of a specific nation(s) as well as citizens of the world sharing the same goal to understand and sustain the world in which we live. Glocal education is meant to provide the capacity to recognize oneself in the narrative of the interconnected world as well as local realities.

CONFERENCE THEME

During its “Development Decade” of the 1960s, the UN advocated education as a driver of economic growth. But, over the past fifty years, questions have been asked with increasing urgency about what kind of development is promulgated through literacy, skills training, and formal schooling. What is the longer term cost of an education that promises – and sometimes delivers – productivity, industrialization, modernity and consumption? Who pays this price? What are the larger costs? And with what ultimate consequence for the planet?

The theme of the 2019 NCME conference is “Communicating with the Public about Educational Measurement.” In the context of this theme, the “public” is meant to include many possible audiences—voters, parents, educators, policymakers, journalists, and students of all ages. Ways of communicating directly with students are of particular interest.

Technological advances have transformed every facet of our lives. The increasing use of technology in testing across sectors is blurring the lines among learning, cognition, professional practice, and assessment. As we celebrate our 20th Innovations in Testing Conference in 2019, let’s look ahead to how we can challenge the status quo, transform traditional ways of thinking about measurement, and evolve the world of testing.

The Spring 2019 conference brings the tensions and tradeoffs among the questions practitioners and researchers study – and the decisions and constraints practitioners and researchers face – to the forefront of conversation. Much of SREE’s focus has been on rigorously developing the supply of high quality research and disseminating these findings to practitioners. Education practitioners are asking that effectiveness research be more responsive to their questions and be produced faster and at lower cost while providing more detailed information about implementation, cost, and effects for subgroups. They are asking for results to be summarized more clearly and succinctly and in accessible venues. The difference in approaches introduces tensions and tradeoffs that we need to address squarely as a research field.

The SXSW EDU Conference & Festival cultivates and empowers a community of engaged stakeholders to advance teaching and learning.

Moscow School of Social and Economic Sciences will hold the XVI International Scientific and Practical Conference “Tendencies of Education Development”. The topic of the conference this year is “How to evaluate the effectiveness of educational institutions: kindergartens, schools and universities.”

What we should do with what we know: Developing education policy for implementation, impact and exponential success. Education data, and the knowledge that can be derived from it sometimes can seem abundant but seldom well used.