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The world is changing, which means that the way we study and learn in order to thrive in the world has to change, too. For a long time, education has involved us spending a good chunk of our early years sitting in a classroom absorbing information before heading out to put it to use. But the pace of change today means that what we learned one day might be redundant the next.

This means that the way we learn has to change - embracing technology and concepts such as life-long learning to ensure that we are better equipped for the fast-changing world of today. So, here's my rundown of the most important trends that will drive this change over the next 12 months and beyond.
Artificial Intelligence
Artificial Intelligence (AI), described as the most transformative technology of the 21 st century, is reshaping every industry and field of human activity, including education. In the classroom, it is found in the form of virtual assistants that can help both students and teachers to manage their time and complete their assignments; tutoring systems that can provide personalized learning experiences for students of all ages and abilities; powering remote and online learning systems where it can adapt the pace of teaching to match students' needs; language translation in educational settings where pupils speak a wide variety of languages, and many other applications. It's even been reported that some schools in China have implemented facial recognition technology using computer vision systems to monitor whether or not students are paying attention in class!

According to UNESCO, AI has the potential to help tackle some of the toughest challenges in education today, including addressing inequalities in the way schooling is provided around the world and improving access to knowledge globally. However, it also creates challenges of its own - with effort required to ensure that the rollout of this highly disruptive technology is done in a way that is fair and doesn't itself contribute to those inequalities.
Remote, Online, and Hybrid Learning
The global Covid-19 pandemic forced schools, universities, and course providers to develop the capabilities to deliver education at a distance. But even before this, a revolution was taking place in the domain of online learning, with massive online open courses (MOOCs) exploding in popularity. In schools, remote and online learning means that educators can reach students no matter how isolated their communities are. This could mark a huge step forward in providing equality of access to education in a world where nearly 270 million children do not go to school due to living in remote or rural locations.

Even for those living in cities, the rise of online and remote learning facilities provides an opportunity for us to continue with education even when our busy adult lives mean it would be difficult for us to regularly attend classes in person. This is driven by the emergence of online education technology (ed-tech) platforms such as Udacity, Coursera, Udemy, and EdX. These platforms are designed to enable the "lifelong learning" approach, which is likely to become prevalent thanks to the accelerating pace of technological advancement, which will require skills to be frequently updated and "topped up" through new models such as micro-learning or nano-learning. One trend that has recently emerged within the field of online learning is courses taught by celebrities and renowned practitioners. The Masterclass and Maestro platforms (the latter created by the BBC) offer opportunities such as learning children's writing from Julia Donaldson, filmmaking from Martin Scorsese, or business from Bob Iger.
Not Just College
In 2023, high schools will increase resources dedicated to preparing students for future paths that lead to places other than traditional college courses. Vocational and technical courses teaching a diverse range of skill sets are likely to become more popular as schools work with employers to develop new solutions to problems caused by the skills gap. In the US, the Bureau of Labor Statistics suggests that 43 percent of high school graduates go on to study at college. Nevertheless, a disproportionate amount of school resources are focused on preparing this minority group, while less teaching focuses on students who plan to continue their education in less traditional ways, such as apprenticeships or on-the-job training. As the demands of the new labor market shift away from seeking purely college-educated graduates and towards developing a workforce with the necessary skills, we can expect to see this change in the future. In Europe, 2023 has been designated the European Year of Skills. This recognizes that a focus on vocational education and training alongside traditional academic, subject-based training may be the key to developing new drivers of economic growth in the face of global slowdown or recession.
Virtual and Augmented Reality
Virtual reality (VR) and augmented reality (AR) are two forms of extended reality (XR) that are becoming increasingly important within education systems. VR allows users to step into a virtual world, and there are a vast and growing number of "experiences" that let us do everything from step back in time and experiencing history through our own eyes to training for difficult and dangerous tasks such as conducting repairs in hazardous environments. Other use cases which will grow in popularity during 2023 include virtual classrooms, which allow remote learning and class activities to be delivered in a more immersive and experiential setting. In healthcare training, VR is already being used for everything from enabling nursing students to experience delivering emergency care to training doctors to perform surgery.

Augmented reality still requires a device (e.g., a phone, tabled, or a headset) but is different from VR, as it involves superimposing computer-generated images onto what the user is actually seeing. The advantage here is that it can provide real-time information - for example, warning a trainee in a manufacturing environment that a piece of machinery may be dangerous. This is possible thanks to computer vision algorithms that analyze the images captured by cameras in the headset. In schools, AR textbooks are becoming available that contain images, and models that "come alive" when looked at through a smartphone camera, enabling students to get a closer, more in-depth look at anything from ancient Roman architecture to the inner workings of the human body. Museums and sites of historical or scientific interest are also increasingly adding AR to their environment and exhibits to create more immersive education opportunities.
Soft Skills and STEM
Soft skills include communication skills, teamworking, creative thinking, interpersonal problem-solving, relationship management, and conflict resolution. In other words, they are human skills that are unlikely to be replicated by machines anytime soon. They will become increasingly important in a world where AI takes on many of our routine and mundane technical responsibilities. This means that these skills will increasingly be taught as part of technical education as they become more highly valued by employers and industry. According to HR experts, soft skills are increasingly important to company success but far harder to measure and assess than "hard skills" such as mathematics, engineering, and computer programming.

In 2023 we will see STEM education placing a growing emphasis on these vital skills, as well as increased efforts when it comes to measuring and assessing organizational capabilities in this area.

To stay on top of the latest on new and emerging business and tech trends, make sure to subscribe to my newsletter, follow me on Twitter, LinkedIn, and YouTube, and check out my books ' Future Skills: The 20 Skills And Competencies Everyone Needs To Succeed In A Digital World' and ' Business Trends in Practice, which won the 2022 Business Book of the Year award.

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Education is evolving all the time. Here, we look at the most important education trends for the year.

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The Big Read: Special needs education has come a long way but true inclusiveness still a work in progress

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SINGAPORE: During his first year in a mainstream primary school, Ms Annette Chua’s nephew was unable to adapt to his new surroundings. Then eight, he had been diagnosed with mild autism and felt “overwhelmed” by the noise in his classroom.&nb

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NEED FOR MORE SOCIAL MIXING

Efforts have been made to improve social mixing through policies such as the provision of financial aid to ensure affordability of school fees for low-income. In addition, opportunities for interaction have also been made available through co-curricular activities and values-in-action projects.

Essentially, social mixing benefits low-income students by increasing their exposure to positive influences and role models. Similarly, it provides the opportunity for the rest of the student body to understand situations in life to which they would not have been exposed.

However, a 2018 report by OECD noted that almost half of Singapore's low-income students are concentrated in the same schools.

This followed a 2017 Institute of Policy Studies' (IPS) Study On Social Capital In Singapore, which suggested the presence of a class divide among Singaporeans. The authors of the study called for more efforts by the government and community to create structures that will encourage social mixing.

Therefore, school admission policies must be tweaked further to ensure that the proportion of low-income students are more spread out across all schools in Singapore.

ENHANCING PARENTS' SOCIAL NETWORKS

Children's learning can also be enhanced by their parents' social networks.

Research has shown that parents who form ties with other parents will likely become one another's sources of knowledge. Through social networks, well-connected parents can exchange information and seek advice on ways to help their children.

Unfortunately, this resource is out of reach for low-income parents, who often have weak social networks.

Schools could do more to reach out to these parents and introduce them to social networks comprising other mums and dads, such as their Parent Support Groups (PSG).

Understandably, participation requires time and sacrifice, especially from parents who are bound by less flexible work schedules or loaded with caring responsibilities. Necessary provisions could be made by schools to incentivise them, whilst emphasising the importance of commitment to their children's educational journey.

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Commentary: How can Singapore lessen the impact of SES on educational achievements?

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Hard work and talent are not the only determinants of educational success. The challenge is greater for students from humbler backgrounds, say the Institute of Policy Studies' Dr Shamsuri Juhari and Jeanne Tan.

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Germany to restrict influence of China’s Confucius Institute – DW – 06/29/2023

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Germany’s education minister has called for “clear limits” to be imposed on the Confucius Institute, which promotes Chinese language and culture.

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Bolsonaro tries to censor school curriculums to manipulate history | FairPlanet

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In an effort to censure the youth’s education, the Bolsonaro administration purposefully removes or alters content in educational programs and exams.

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Bantu Education Act, South African law, enacted in 1953 and in effect from January 1, 1954, that governed the education of Black South African (called Bantu by the country's government) children. It was part of the government's system of apartheid, which sanctioned racial segregation and discrimination against nonwhites in the country.

1976 Soweto Uprising AP Images

From about the 1930s the vast majority of schools serving Black students in South Africa were run by missions and often operated with state aid. Most children, however, did not attend these schools. In 1949 the government appointed a commission, headed by anthropologist W.W.M. Eiselen, to study and make recommendations for the education of native South Africans. The Eiselen Commission Report (1951) urged the government to take charge of education for Black South Africans in order to make it part of a general socioeconomic plan for the country. In addition, the report stated that the schooling should be tailored toward the needs and values of the cultures of the communities in which the schools were located. The prescriptions of the commission were generally followed by the Bantu Education Act.

Under the act, the Department of Native Affairs, headed by Hendrik Verwoerd, was made responsible for the education of Black South Africans; in 1958 the Department of Bantu Education was established. The act required Black children to attend the government schools. Teaching was to take place in the students' native tongue, though the syllabus included classes in English and Afrikaans. Instruction was mandated in needlework (for girls), handcraft, planting, and soil conservation as well as in arithmetic, social studies, and Christian religion. The education was aimed at training the children for the manual labour and menial jobs that the government deemed suitable for those of their race, and it was explicitly intended to inculcate the idea that Black people were to accept being subservient to white South Africans. Funding for the schools was to come from taxes paid by the communities that they served, so Black schools received only a small fraction of the amount of money that was available to their white counterparts. As a result, there was a profound shortage of qualified teachers, and teacher-student ratios ranged from 40-1 to 60-1. An attempt by activists to establish alternative schools (called cultural clubs because such schools were illegal under the education act) that would give children a better education had collapsed by the end of the 1950s.

High schools were initially concentrated in the Bantustans, reserves that the government intended as homelands for Black South Africans. However, during the 1970s the need for better-trained Black workers resulted in the opening of high schools in Soweto, outside Johannesburg. Nonwhite students were barred from attending open universities by the Extension of University Education Act (1959). The Bantu Education Act was replaced by the Education and Training Act of 1979. Mandatory segregation in education ended with the passage of the South African Schools Act in 1996, but decades of substandard education and barriers to entrance to historically white schools had left the majority of Black South Africans far behind in educational achievement by the beginning of the 21st century.

Bantustans Encyclopædia Britannica, Inc.

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Patricia Bauer

Learn More in these related Britannica articles:

South Africa: The National Party and apartheid

The Bantu Education Act (1953) took black schools away from the missions, and more state-run schools-especially at the elementary level-were created to meet the expanding economy's increasing demand for semiskilled black labour. The Extension of University Education Act (1959) prohibited the established universities from accepting black...

South Africa, the southernmost country on the African continent, renowned for its varied topography, great natural beauty, and cultural diversity, all of which have made the country a favoured destination for travelers since the legal ending of apartheid (Afrikaans: "apartness," or racial separation) in 1994. South...

Apartheid, (Afrikaans: "apartness") policy that governed relations between South Africa's white minority and nonwhite majority and sanctioned racial segregation and political and economic discrimination against nonwhites. The implementation of apartheid, often called "separate development" since the 1960s, was made possible through the Population Registration Act of 1950, which classified all...

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Bantu Education Act | Definition, Summary, & Facts

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Bantu Education Act, South African law, enacted in 1953, that governed the education of Black South African children. It was part of the government's system of separate development (apartheid) for different racial groups and was aimed at training Black children for menial jobs. Learn more about the law and its effects.

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Isabel Bysiewicz

Jayanti Owens - an assistant professor of organizational behavior at the Yale School of Management - recently published research that finds that a student's race and school culture play a factor in how teachers respond to misbehavior.

The study, titled "Double Jeopardy: Teacher Biases, Racialized Organizations, and the Production of Racial/Ethnic Disparities in School Discipline" focused on identifying the source of the racial disparities in school punishment with an innovative approach. Although racial disparities in disciplinary actions in the education system have been documented, the fundamental causes of why students are treated differently have not been adequately examined. Owens' approach showed teachers videos of teens from different racial and ethnic backgrounds misbehaving through behaviors such as slamming a door and texting during a test.

The research included 1,339 teachers in 295 U.S. schools, taking into account the schools' racial/ethnic and socioeconomic composition. The experiment sought to determine how factors such as teacher bias and school climate drove discrepancies in student discipline. The research focused on teenage boys, since Owens found that boys are disciplined more frequently than girls, particularly in high school.

"We find that black boys face a double jeopardy in that they are both perceived as being more blameworthy for the exact same behavior as their white and Latino counterparts, and also that they're more likely as our Latino students to attend schools where teachers perceive students from all racial, ethnic backgrounds as being more blameworthy than do their counterparts in predominantly white schools," Owens said. "There's this sort of double disadvantage that is faced by black students in particular."

Through this method of showing video vignettes of students engaging in the same behavior, Owens concluded when Black actors behaved the same as white actors, teachers were more likely to refer them to the principal's office - demonstrating the pivotal role of the teacher's decision-making in the impact that this has on a particular student.

These findings suggest the various causes for higher referral rates of minority students, which can lead to unfavorable outcomes for the student, such as detentions, suspensions and expulsions. The dynamic between the student and the teacher is vital in understanding how and why there are disproportionate outcomes in student punishment.

"People jump to the conclusion that just because there are disparities, that there is, in fact, racial bias in disciplinary decisions," Owens said in highlighting the importance of this study. "In order to be able to claim that there's racial bias at play, one needs to understand that you have students from different racial, ethnic backgrounds engaging in the exact same behavior."

Another point that the research demonstrates is that the school environment is an important factor in determining how likely a student is to be disciplined for their behavior. Teachers' reactions to misbehavior varied from school district to school district - teachers were more likely to place blame for misbehavior on all students, regardless of race or ethnicity, when there were a disproportionate number of students from underrepresented groups in their schools.

Owens emphasized the importance of reconsidering current discriminatory practices in the administration of school discipline punishments. Although teachers play an important role in disciplinary processes, blaming teachers for being biased towards students should not be the case in resolving issues related to school discipline, he said. Instead, he advocated for adopting a holistic approach to work towards mitigating the ramifications of racial biased disciplinary practices.

"I think that we need to take a systems-based approach to thinking about how we can reduce these racially biased sort of incidents within classrooms by thinking about the structure of schools overall," Owens said. "Other districts have actually tried to reform discipline processes altogether through the use of things like restorative justice practices, that are aimed at trying to mediate conflict when it arises between students and teachers or between students themselves."

Mira Debs, Executive Director of the Education Studies Program, spoke about the importance of this research's findings and how disparities in school punishment outcomes can have long-term consequences for students. In all cases, the relationship between a student and a teacher should strive for conflict resolution and ensure that the teacher is empowering the student, Debs said. Nonetheless, students in school environments where disciplinary processes disproportionately impact them may experience the negative consequences of these measures.

"When a student is frequently being disciplined it can negatively impact their sense of self as a learner," Debs said. "It can also make them feel like they're going to act in opposition to school because there's no point in continuing to try. This often gets talked about as being part of the school to prison pipeline. So students who start getting referred into the disciplinary system continue to be progressively referred more and more and that can lead directly into students going into the juvenile justice system."

Richard Lemons, executive director for the Connecticut Center for School Change and lecturer in education studies, and Leslie Torres-Rodriguez, superintendent of Hartford Public Schools (HPS) are co-teaching a course this semester titled "Educational Design: The Form and Function of Schooling and Learning."

"I think we're still struggling with exactly how to do this, how to deal with this because I think [these kinds of studies] reveal that it's inside people's judgment call these thousands of moments a day where an adult is making a decision, is drawing inferences reaching a conclusion about something that involves a child and and what are the negative consequences on the child's - it's a really complicated issue," Lemons said.

Lemons spends most of his time running a nonprofit that collaborates with school districts to help them achieve instructional improvement and addressing issues of equity. There are always opportunities and ways to improve public education through research and supporting the next generation of educational leaders, emphasized Lemons. His time as a visiting professor through the Yale Education Studies program has been rewarding as he aspires to teach his courses with the central vein of equity.

"The course that I'm teaching this spring along with my colleague who happens to be the superintendent of Hartford Public Schools, similarly has a main vein. An explicit tenant running through the entire course, is around equity," Lemons said. "So we're asking questions all the time about what are the needs of the end user, students and parents? How do we know what the problem is that we're trying to solve? And how do we prototype ideas? How do we develop creative ways of solving them and then test those ideas?"

Torres-Rodriguez leads HPS, one of the largest urban school districts in Connecticut, and aims to ensure that her school district can provide the best education to all students. Like most issues within education, school discipline is complex and requires Torres-Rodriguez to foster a school culture that meets the needs of students, staff and families.

"HPS utilizes a Restorative Practices approach to disciplinary practices in all schools," Torres-Rodriguez wrote to the News. "HPS believes that students need to learn specific skills in order to positively resolve an issue or appropriately respond to a peer or staff member. The reason for the targeted learning and practice is not only to model, but so students build their toolbox of responses."

Although the challenge surrounding school punishment and discipline requires numerous individuals and stakeholders collaborating, Torres-Rodriguez said, "Building positive relationships with our HPS students is at the core of our work, and should be in any organization that serves young people."

Owens' research paper can be found here .

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Yale researcher highlights racial ethnic bias in school disciplinary practices - Yale Daily News

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Isabel Bysiewicz Jayanti Owens - an assistant professor of organizational behavior at the Yale School of Management - recently published research that finds that a student's race and school culture play a factor in how teachers respond to misbehavior.

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Affirmative action: US Supreme Court overturns race-based college admissions

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The landmark decision strikes down decades-old policies defended as a way to boost diversity.

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Singapore's educational reforms toward holistic outcomes | Brookings

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Dennis Kwek, Jeanne Ho, and Hwei Ming Wong discuss the results of Singapore's education systems' policy reforms

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ChatGPT is going to change education, not destroy it

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The narrative around cheating students doesn't tell the whole story. Meet the teachers who think generative AI could actually make learning better.

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Measures adopted during the pandemic do not address the root causes of the problems facing higher education.

Institutions need to undertake true reform, moving towards active learning, and teaching skills that will endure in a changing world.

Formative assessment is more effective than high-stakes exams in equipping students with the skills they need to succeed.

Since the onset of the recent pandemic, schools and universities have been forced to put a lot of their teaching online. On the surface, this seems to have spurred a series of innovations in the education sector. Colleges around the world embraced more flexibility, offering both virtual and physical classrooms. Coding is making its way into more school curricula, and the SAT exam for college admission in the US has recently been shortened and digitized, making it easier to take and less stressful for students.

These changes might give the illusion that education is undergoing some much-needed reform. However, if we look closely, these measures do not address the real problems facing higher education. In most countries, higher education is inaccessible to the socio-economically underprivileged, certifies knowledge rather than nurtures learning, and focuses on easily-outdated knowledge. In brief, it is failing on both counts of quality and access.

Higher Education Trends

In the last year, we have started to see examples of true reform, addressing the root causes of the education challenge. Below are four higher education trends we see taking shape in 2022.

1. Learning from everywhere

There is recognition that as schools and universities all over the world had to abruptly pivot to online teaching, learning outcomes suffered across the education spectrum. However, the experiment with online teaching did force a reexamination of the concepts of time and space in the education world. There were some benefits to students learning at their own pace, and conducting science experiments in their kitchens. Hybrid learning does not just mean combining a virtual and physical classroom, but allowing for truly immersive and experiential learning, enabling students to apply concepts learned in the classroom out in the real world.

So rather than shifting to a "learn from anywhere" approach (providing flexibility), education institutions should move to a "learn from everywhere" approach (providing immersion). One of our partners, the European business school, Esade, launched a new bachelor's degree in 2021, which combines classes conducted on campus in Barcelona, and remotely over a purpose-designed learning platform, with immersive practical experiences working in Berlin and Shanghai, while students create their own social enterprise. This kind of course is a truly hybrid learning experience.

2. Replacing lectures with active learning

Lectures are an efficient way of teaching and an ineffective way of learning. Universities and colleges have been using them for centuries as cost-effective methods for professors to impart their knowledge to students.

However, with digital information being ubiquitous and free, it seems ludicrous to pay thousands of dollars to listen to someone giving you information you can find elsewhere at a much cheaper price. School and college closures have shed light on this as bad lectures made their way into parents' living rooms, demonstrating their ineffectiveness.

Education institutions need to demonstrate effective learning outcomes, and some are starting to embrace teaching methods that rely on the science of learning. This shows that our brains do not learn by listening, and the little information we learn that way is easily forgotten (as shown by the Ebbinghaus forgetting curve, below). Real learning relies on principles such as spaced learning, emotional learning, and the application of knowledge.

Higher education is beginning to accept that traditional methods of teaching are ineffective - as demonstrated by the Ebbinghaus forgetting curve

The educational establishment has gradually accepted this method, known as 'fully active learning'. There is evidence that it not only improves learning outcomes but also reduces the education gap with socio-economically disadvantaged students. For example, Paul Quinn College, an HBCU based in Texas, launched an Honors Program using fully active learning in 2020, combined with internships at regional employers. This has given students from traditionally marginalised backgrounds the opportunity to apply the knowledge gained at university in the real world.

3. Teaching skills that remain relevant in a changing world

What we need to teach are skills that remain relevant in new, changing, and unknown contexts. For example, journalism students might once have been taught how to produce long-form stories that could be published in a newspaper; more recently, they would have been taught how to produce shorter pieces and post content for social media. More enduring skills would be: how to identify and relate to readers, how to compose a written piece; how to choose the right medium for your target readership. These are skills that cross the boundaries of disciplines, applying equally to scientific researchers or lawyers.

San Francisco-based Minerva University, which shares a founder with the Minerva Project, has broken down competencies such as critical thinking or creative thinking into foundational concepts and habits of mind. It teaches these over the four undergraduate years and across disciplines, regardless of the major a student chooses to pursue.

Many people gain admission to higher education based on standardized tests that skew to a certain socio-economic class Image: Fairtest, College Board

4. Using formative assessment instead of high-stake exams

If you were to sit the final exam of the subject you majored in today, how would you fare? Most of us would fail, as that exam did not measure our learning, but rather what information we retained at that point in time. Equally, many of us hold certifications in subject matters we know little about.

Many people gain admission to higher education based on standardized tests that skew to a certain socio-economic class, rather than measure any real competency level. Universities then try to rectify this bias by imposing admission quotas, rather than dissociating their evaluation of competence from income level. Many US universities are starting to abandon standardized tests, with Harvard leading the charge, and there have been some attempts to replace high-stake exams with other measures that not only assess learning outcomes but actually improve them.

Formative assessment, which entails both formal and informal evaluations through the learning journey, encourages students to actually improve their performance rather than just have it evaluated. The documentation and recording of this assessment includes a range of measures, replacing alphabetical or numerical grades that are uni-dimensional.

The International School in Geneva just launched its Learner Passport that includes measures of creativity, responsibility and citizenship. In the US, a consortium of schools have launched the Mastery Transcript Consortium that has redesigned the high school transcript to show a more holistic picture of the competencies acquired by students.

Education reform requires looking at the root cause of some of its current problems. We need to look at what is being taught (curriculum), how (pedagogy), when and where (technology and the real world) and whom we are teaching (access and inclusion). Those institutions who are ready to address these fundamental issues will succeed in truly transforming higher education.

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4 trends that will shape the future of higher education

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Higher education needs to reform by moving towards active learning, teaching skills that will endure in a changing world, and adopting formative assessment. Here are 4 higher education trends to watch out.

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Intro/ Background/ Content (WHAT is this article about):

HOW is this seen/observed?: PROCESSES/ Behaviours/ Actions/ Initiatives/ Policies/ Mindsets

WHY does it occur: REASONS

Significant issues/concepts (Power, Tension/Conflict, Discrepancy, Change & Continuity, Inequality, etc.)

Consequences/Implications/ SO WHAT?

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The article discusses the Bantu Education Act of 1953 in South Africa, a law implemented during apartheid that aimed to control and limit the education of Black South Africans. It gave the government full authority over Black education and was used as a tool to enforce racial segregation.

How is it seen:

Centralized control under the Department of Bantu Education

Removal of missionary schools’ influence

Systematic design of an inferior curriculum for Black students

Apartheid ideology that believed Black people should not receive the same education or opportunities as white citizens

Reasons

To uphold the apartheid regime’s system of racial hierarchy

To restrict the socio-economic advancement of Black South Africans

To train Black citizens only for roles that supported the white-dominated economy (e.g., laborers, servants)

Based on the recommendations of the Eiselen Commission, which believed in cultural separation and limited development

Significant issues/concepts:

White minority control over Black education

Inequality due to deliberate provision of inferior education to Black students

Tension/Conflict caused by resistance from Black communities and educators

Discrepancy between the education provided to white and Black students

Change & Continuity where education remained a site of strugqgle throughout apartheid

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Intro:

The article explores five key trends shaping the future of education in 2023. It highlights how emerging technologies and evolving societal needs are transforming the way education is delivered and experienced, from AI to lifelong learning.

HOW is this seen/observed?:

-AI and personalized learning are increasingly used to tailor educational experiences to individual student needs.

-Remotely and hybrid learning models continue post-pandemic, with improved tools and platforms.

-Lifelong and self-paced learning becomes more prominent through online platforms and microlearning modules.

-Focus on soft skills and emotional intelligence in curriculums.

-Immersive technologies such as AR/VR are used to create engaging and interactive learning environments.

WHY does it occur?:

-Rapid technological advancements and digital transformation.

-The long-term effects of the COVID-19 pandemic on education systems.

-Increasingly demand for skills-based learning over traditional credentials.

-The evolving job market and workplace expectations.

-Global access to digital tools and resources.

Significant issues/concepts:

-Inequality in access to digital learning tools and internet connectivity.

-Power shifts from traditional educational institutions to tech-driven platforms.

-Tension between standardized education systems and personalized learning.

-Change in the definition of education, moving toward flexibility and lifelong learning.

-Discrepancy between those who adapt to new methods and those who are left behind.

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The article analyzes Singapore’s educational reforms aimed at fostering holistic student outcomes. It traces the evolution of the education system from 1965 to 2022, highlighting shifts in policy and practice that prioritize not just academic achievement but also character development, socio-emotional well-being, and lifelong learning.

policy reorientation: MOE has been steering away from overemphasising on examination results and move towards holistic development alongside academic achievement

use of technology: there has been a rise in home-based and blended learning after COVID-19 pandemic in order to ensure that learning continues even during times of unforeseen circumstances

professional learning communities (PLCs): this encourages teachers to collaborate and share how they can support their students in their holistic growth

-The shift towards holistic education is driven economic adaptation, equity concerns, global trends and community feedback

-shadow education system: private tutoring and enrichment centres reflects societal emphasis on producing outstanding academic outcomes

-Benefits include enhanced student well-being, greater school autonomy, and a more inclusive education system.

-Challenges include the persistence of a shadow education system and societal pressures that may undermine holistic objectives. The article suggests focusing on equity and rigor, designing supportive educational infrastructures, and ensuring that reforms are effectively implemented at the classroom level.

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Intro/ Background/ Content

(WHAT is this article about):

many educators were worried about the emergence of ChatGPT and were scared that it would be used by students to cheat. However they are now reevaluating ChatGPT and are shifting focus from how it can be good and applied to education instead of being banned and viewed in bad light.

HOW is this seen/observed?:

Schools and universities initially banned or restricted access to ChatGPT, fearing it would encourage cheating. However, Educators have now begun to explore constructive uses of AI, such as generating lesson plans, enhancing interactivity, and supporting personalized learning. Some teachers use ChatGPT to co-create assignments, annotate AI-generated content, or have students critique and improve chatbot outputs.

WHY does it occur: REASONS

Significant issues/concepts (Power, Tension/Conflict,

Discrepancy, Change & Continuity,

Inequality, etc.)

The emergence of ChatGPT has led to concerns over education and honesty, as well as in jobs. ChatGPT changes the traditional teaching methods and puts much more focus on AI. \

Consequences/Implications/ SO WHAT?

the emergence of such tools has led to conversations about the validity of traditional forms of education and may bring about shift toward more personalized, interactive, and skills-based education. Educators have started experimenting in the classroom, shifting focus from the negative aspects to the ways in which ChatGPT can be beneficial and we can leverage off such technology

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Why does it occur:

Possible teacher bias in decision-making related to student behaviours, the dynamic of the relationship between teachers and student of the particular school, school environment (percentage of minorities represented at that particular school, socio-economic background of school area), school disciplinary rules where punishments are outdated or unsuitable for current climate.

Significant issues/Concept:

Structure of disciplinary measures in schools: outdated methods of punishment/disciplinary actions should be reformed or abandoned in favour of more restorative practices (ex. mediating conflicts, not putting the blame on racial discrepancies but instead looking more thoroughly at other environmental factors)

Long term mental consequences for students: when students are more frequently disciplined instead of peacefully mediating, it might discourage them from trying to improve their behaviours and encourage them to act in opposition to the school. This can lead to long term consequences as the students continue to progessively refer.

False blaming of racial discrepancies: People can often jump into conclusion of racial discrepancies without considering the   actual schooling environment and dynamic of teacher-student relationships

Dynamic between school/teacher - student

Consequences: Students can be discouraged to improve their behaviours and instead turn onto rebelling agaisnt disciplinary efforts.

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Your name: (insert your name)

Title of selected article: (insert the headline)

Main Points

What are the three key facts or arguments made in the article?
1.
2.
3.

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

Did the article change or challenge your opinion on the topic? How so?

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

What questions do you still have after reading this article? Or complete the sentence: I wonder why.... / Given that education ..... , does it really ..... ?

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1.
2.

3.

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Your name: Andrew

Title of selected article: 4: Ethnic & Racial Disparities in Education (Affirmative Action)

Main Points

What are the three key facts or arguments made in the article?
1. Affirmative action causes universities to admit people based on their characteristics instead of their results.
2. Affirmative action corrects for societal discrimination that is in place and balances it.
3. The ban of affirmative action is assuming that there is isn’t already racial discrimination.

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

I was surprised about the justification the justices gave for the banning of affirmative action

Did the article change or challenge your opinion on the topic? How so?. It did, it challenged how affirmative action can be used and why some may think it’s bad.

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally? This articles links to the wider topic of the war on DEI currently happening in America.

Critical Thinking

Do you think the article was balanced and fair? Why or why not? Yes it talked about both sides of the aisle and their opinions on it.

What questions do you still have after reading this article?

Which exact justices voted for the bill and their political alignment as that would affect whether this was a political move.

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1.touchstone - a fundamental or quintessential.
2.endemically - regularly found.

3.bedrock - fundamental principles of something, the foundation.

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Title of selected article: Top 5 education trends in 2023

Main Points

What are the three key facts or arguments made in the article?

1. AI being used in modern education

2. Lack of equal access to technology

3. How Covid has impacted integration of technology into modern classroom

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

I kind of expected whatever the article said because I went through it over these past couple of years

Did the article change or challenge your opinion on the topic? How so?

It didn't as whatever I had in mind was what the article said

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

We've been seeing in the real world what the article said as I as a student myself can relate to the different ways technology is being used in classrooms

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

It was fair as it talked about how the integration has helped people and also some problems that can arise

What questions do you still have after reading this article?

No questions

Vocabulary Check

List at least two new or difficult words you encountered and define them:

(I know what all the words mean in the text and have encountered them b4

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Your name: Oliver

Title of selected article: Top 5 education trends in 2023

Main Points

What are the three key facts or arguments made in the article

1. AI has influenced the way we are taught
2. Covid 19 has slowed down advancements in education
3. Skill gaps between workers are being addressed

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

I was happy to see that we have made progress in our education system

Did the article change or challenge your opinion on the topic? How so?

Yes it made me think of how we can further improve

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

Yes like how we utilise AI in the classroom

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

Yes it is fair because it explored both positives and negatives growth of our education system

What questions do you still have after reading this article?

How can we further improve

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1. Vocational
2.

3.

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Your name: shaun

Title of selected article: addressing SEN

Main Points

What are the three key facts or arguments made in the article? 1. SEN kids have trouble integrating into the current system 2. There have been policies such as schools specific to catering SEN which are somewhat effective 3. There are changes to how people view SEN compared to the past

Personal Reaction

I was not surprised at this because SEN kids are different from normal children and hence will be subjected to discrimination in school

Connections

I watch dhar mann videos about SEN and i have encountered some through volunteering work with them

Critical Thinking

I think it is balanced since it offers many different points of view about this topic

Vocabulary Check

Im not that bad i know all of these words

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Title: Political influence in Education; How education is used as a tool for education.

Main Points:

1. Former President Bolsonaro tried to rewrite and censor parts of Brazil’s history, faces resistance from educators and the court

2. Education that is considered ‘political’ is removed from the education curriculum. Stirs fears among educators as they are hesitating to even touch these ‘sensitive’ topics

3. Students are not fully equipped with knowledge to contribute to society

Personal reaction:

1. Initial reaction; was not as surprised given that South America has a close history with dictators

2. The article provided me with more insights on what dictators could do to helm their control over their country

Connections;

1. China’s ‘education’ in the Uygur ppl, Japan’s history curriculum that does not mention their actions in the war

Critical Thinking:

1. Quotes, statistics and examples cited. Language used presents write-up in a fairly objective manner, many actors involved.

2. How was this person even elected. Or was he ‘elected’?

Vocabulary Check:

1. Polemics: a speech or piece of wiritimg expressing a strongly critical attack on or controversial opinion about someone or something

2. Dystopian; relating to or denoting an imagined state or society where there is great suffering or injustice

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article: special needs education

main points:

1. there have been improvements to increase inclusivity for special needs students

2. it is still an issue due to stigma surrounding those with special needs

3. there are school which cater to autism

initial reaction: i was not surprised as since primary school my school has always had special needs students. the article did not change my opinion as it is something i have seen in person

connections: i can relate this to how i treat those with special needs in school with inclusivity and interacting with them so they feel included

critical thinking: the article was fair as it showed how there have been improvements but there is still need for more action. question: why doesnt the government subsidise courses for teachers to learn how to handle those with special needs?

vocab check:

1. stigma: initial prejudice or negative opinion on a certain group of people

2. neurotypical: people who dont have special needs

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Your name: sean yong

Title of selected article: education in sg- adressing SEN

Main Points

What are the three key facts or arguments made in the article?
1. Inclusivity is being increased
2. Achieving full inclusivity is an ongoing issue
3. There are many problems if special needs kids are not fully integrated into the education system

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

i was very surprised as i thought that special needs students already had sufficient support already

Did the article change or challenge your opinion on the topic? How so?

it changed my opinion on it as i now know that more support should be given to caregivers and special needs students alike

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

What questions do you still have after reading this article?
The article was balanced and fair as it considered both sides of the spectrum, whether special needs students are getting sufficient or insufficient support

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1. ad hoc-impromptu
2.aforementioned-denoting a thing or person previously mentioned

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Title of selected article: ChatGPT is going to change education, not destroy it

Main Points

What are the three key facts or arguments made in the article?
1. ChatGPT was initially banned as educators were worried about students using it to cheat
2. Educators are now looking to integrate ChatGPT
3. ChatGPT can be beneficial and bring about a shift towards more personalised, interactive and a skills-based education

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why? I related tot he article as I can see how ChatGPT and other AI are already being integrated into my regular lessons

Did the article change or challenge your opinion on the topic? How so? It did not challenge my opinion as I feel that if used responsibly, ChatGPT can be extremely useful and beneficial to our learning.

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally? I have experienced this in various subject lessons, as my teachers got us to use AI to receive comments and mark our work

Critical Thinking

Do you think the article was balanced and fair? Why or why not? I do think the article was balanced as it brought up the possible negative effects as well

What questions do you still have after reading this article? What is ChatGPT is misused

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1.
2.

3.

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Reflection template (copy and paste)

Your name: Ananya

Title of selected article: Affirmative action: US supreme court overturns race-based college admissions

Main Points

What are the three key facts or arguments made in the article?
1. affirmative action is good as it creates space for minorities
2. affirmative action is not good, overturning it is good, as it promotes meritorcracy, coulour blindness better
3. nuanced issue, this article is objective as it discusses both sides, up to us to take a stand

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

i think it wasnt a topic that I thought about a lot, at first I did support affirmative action

Did the article change or challenge your opinion on the topic? How so?

I think there should be a choice of whether the individual wants to include or not, whether they feel like their race is something that they want to include as it has impacted them, but if not then its their choice.

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

it was balanced and fair as it discusses opinions and stands from both stands.

What questions do you still have after reading this article? Or complete the sentence: I wonder why.... / Given that education ..... , does it really ..... ?

I am curious about whether affirmative action was actually helpful

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1. endemic: the end stage
2. segmented: differentiated

3. affirmative action: positive discimination

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Title of selected article: Bolsonaro tries to censor school curriculums to manipulate history

Main Points

What are the three key facts or arguments made in the article?

1. Bolsonaro’s government has attempted to rewrite school curricula to portray the 1964 military coup as a "revolution."

2. References to Brazil’s dictatorship and other controversial topics have been removed from national exams.

3. The "School Without Party" movement, supported by Bolsonaro, seeks to eliminate political and ideological content from classrooms, although it has been partly blocked by the Supreme Court.

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

Did the article change or challenge your opinion on the topic? How so?

I was concerned because altering history in education can mislead an entire generation.

It reinforced my belief that education should be based on facts, not political agendas. I hadn’t realised how deeply government influence could reshape a nation’s memory.

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

The Bantu Act that has a similar idea of the government using education to control the nation.

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

What questions do you still have after reading this article?

No it was not balanced. The article takes a critical stance against Bolsonaro’s policies, but it supports its points with evidence and expert opinions, which makes it credible.

How do the teachers and students feel to these changes in real time?

Vocabulary Check

List at least two new or difficult words you encountered and define them:

1. Dictatorship – a government ruled by a single leader with total power, often taken or maintained by force.

2. Censorship – the suppression or prohibition of speech or information considered politically unacceptable.

3. Polemics – strong verbal or written attacks on someone or something, often controversial arguments.

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Reflection template (copy and paste)

Your name: jia ying

Title of selected article: Yale Researcher highlights racial ethnic bias in school disciplinary practices

Main Points

What are the three key facts or arguments made in the article?
1. when a student is frequently disciplined, it affects the student negatively and impact their sense of self as a learner
2. there are initiatives (eg. by Lemons) to reform disciplinary processes through the use of justice practices
3. teachers reactions to misbehaviour varied from school district to school district

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

concerned as racism is a very sensitive issue and felt bad for the students that is experiencing this as teachers are supposed to be role models and not discriminate people.

Did the article change or challenge your opinion on the topic? How so?

i am not sure as this does not occur in every school

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

i am able to better emphasise with the people and do my part by identifying people facing racism and help better support them

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

yes as the article mentioned that this varied from school district to school district

What questions do you still have after reading this article?

how can be better support these people facing racism?

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1. restorative : having the ability to restore health, strength, or well-being
2. instructional :

3. 1.

intended or used for teaching; educational.

"instructional materials for the classroom"

2.

giving detailed information about how something should be done or operated.

"an instructional manual"

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-article : bolsonaro tries to censor school curriculum to manipulate history

-3 facts/arg: downplay topics like gender, lgbtq+, politics, censored issues wont be taught by educators and wont be tested in exams, bolsonaro wants to give the military a favorable image

-was initially surprised because i did know a government would do such a thing where they try to give students a false knowledge of history

-the article made me doubt whether schools in singapore are also doing the same thing and made me wonder what sort of topics are considered censored in schools

-the article reminded me of when some of my teachers openly said they are against lgbtq+ rights in secondary school

-i think the article wasnt really balanced because it didnt say much about the reasons why bolsonaro decided to censor topics

-vocab words

1. polemic : a speech or piece of writing expressing a strongly critical attack on or controversial opinion about someone or something.

2. eroticisation : the act or process of making something sexual, or regarding something in a sexual way.

3. exacerbate : make (a problem, bad situation, or negative feeling) worse.

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Your name: jiayi

Title of selected article: chatgpt is going to change education, not destroy it

Main Points

What are the three key facts or arguments made in the article?

1. schools afraid that chatgpt will encourage students to cheat

2. educators have begun exploring the constructive uses of AI

3. may bring about more personalised and interactive education

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

I was initially concerned as chatgpt may encourage cheating among students.

Did the article change or challenge your opinion on the topic? How so?

The article made me realise that chatgpt can be personalised and make learning more fun and enjoyable for individuals

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

Yes this has been discussed in the lectures on science and technology.

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

What questions do you still have after reading this article? Or complete the sentence: I wonder why.... / Given that education ..... , does it really ..... ?

Yes, the article talks about both the advantages and disadvantages of the rise of chatgpt. Does it really make individuals more reliant on such technology?

Vocabulary Check

List at least two new or difficult words you encountered and define them:
1. Emergence
2. Leverage

3.

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Your name: siew kit

Title of selected article: affirmative action

Main Points

What are the three key facts or arguments made in the article?

1. removal of affirmative action in college admission can sustain meritocracy as race is no longer considered

2. affirmative action is good cause race does play a big factor in one's life experiences

3. harvard and UNC practice positive discrimination

Personal Reaction

What was your initial reaction to this article? (e.g., surprised, concerned, confused?) Why?

Surprised cause why would they have race in their admissions in the first place but then i saw it was from the USA then i was like ohhh

Did the article change or challenge your opinion on the topic? How so?

no

Connections

Can you relate this article to something you’ve learned in class, read elsewhere, or experienced personally?

One time my family got attacked by a racist couple in Tasmania cause we Chinese

Critical Thinking

Do you think the article was balanced and fair? Why or why not?

yeah cause it gave the reaction from both sides, agreeing and disagreeing with the court ruling and giving reasons why. and then suddenly they included a line from donald trump for some reason

What questions do you still have after reading this article? Or complete the sentence: I wonder why.... / Given that education ..... , does it really ..... ?

I wonder why USA is like this bro

Vocabulary Check

List at least two new or difficult words you encountered and define them:

1. endemically - in a manner that is regularly found and very common among a particular group or in a particular area

2. touchstone - a standard or criterion by which somethijg is judged or recognised

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Your name: madhu

Title of selected article: Bolsonaro manipulates history by rewriting textbooks

Main Points

•Former Brazilian president Jair Bolsonaro’s government attempted to alter history textbooks to present a more favorable view of the military dictatorship.

•These changes downplayed state violence, censorship, and human rights abuses while framing the dictatorship as a period of order and prosperity.

•This manipulation undermines democratic values and misinforms future generations.

Personal Reaction

I felt concerned and disturbed. It’s alarming to see how a government can try to rewrite history to fit a political narrative, restricting critical thinking.

Connection

Yes, this reminds me of topics we’ve covered in Social studies.

Critical Thinking

-The article is against Bolsonaro’s actions, but it used facts and examples to support its claims, like expert opinions and comparisons to the actual history of the dictatorship making it trustworthy

What questions do you still have after reading this article?

How are Brazilian teachers responding to these changes?

Vocabulary Check

-Revisionism – The reinterpretation of historical events, often to serve a specific agenda.

-Censorship – The suppression or restriction of information, speech, or ideas considered objectionable or dangerous by those in power.