Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All
13 Oct 2020-pp 29-38
About: The article was published on 2020-10-13. It has received 97 citations till now. The article focuses on the topics: Lifelong learning.
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TL;DR: An in-depth dialog between supporters of “cold” technology and “warm” humanity is advocated so that it can lead to greater understanding among teachers and students about how technology can bring new opportunities (and challenges) that can be best leveraged for pedagogical practices and learning.
Abstract: We discuss the new challenges and directions facing the use of big data and artificial intelligence (AI) in education research, policy-making, and industry. In recent years, applications of big data and AI in education have made significant headways. This highlights a novel trend in leading-edge educational research. The convenience and embeddedness of data collection within educational technologies, paired with computational techniques have made the analyses of big data a reality. We are moving beyond proof-of-concept demonstrations and applications of techniques, and are beginning to see substantial adoption in many areas of education. The key research trends in the domains of big data and AI are associated with assessment, individualized learning, and precision education. Model-driven data analytics approaches will grow quickly to guide the development, interpretation, and validation of the algorithms. However, conclusions from educational analytics should, of course, be applied with caution. At the education policy level, the government should be devoted to supporting lifelong learning, offering teacher education programs, and protecting personal data. With regard to the education industry, reciprocal and mutually beneficial relationships should be developed in order to enhance academia-industry collaboration. Furthermore, it is important to make sure that technologies are guided by relevant theoretical frameworks and are empirically tested. Lastly, in this paper we advocate an in-depth dialog between supporters of "cold" technology and "warm" humanity so that it can lead to greater understanding among teachers and students about how technology, and specifically, the big data explosion and AI revolution can bring new opportunities (and challenges) that can be best leveraged for pedagogical practices and learning.
86 citations
TL;DR: Investigating the linkages between extreme temperature and precipitation in early life and educational attainment among children throughout the global tropics finds that experiencing higher-than-average temperatures is associated with fewer years of schooling in Southeast Asia, and that early-life rainfall is positively associated with attainment in West and Central Africa and Southeast Asia and negatively associated with education in Central America and the Caribbean.
Abstract: Climate change may negatively impact education among children via exposure to extreme temperature and precipitation conditions. We link census data from 29 countries across the global tropics to high-resolution gridded climate data to understand how climatic conditions experienced in utero and during early childhood affect educational attainment at ages 12 to 16. We show that exposure to higher-than-average temperatures during the prenatal and early-life period is associated with fewer years of schooling in Southeast Asia. In this region, a child who experiences temperatures 2 SDs above average is predicted to attain 1.5 fewer years of schooling than one who experiences average temperatures. In addition, early-life rainfall is positively correlated with attainment in West and Central Africa as well as Southeast Asia, and negatively correlated with attainment in Central America and the Caribbean. While we expected that children from the most educated households would be buffered from these effects, we discover that they tend to experience the greatest educational penalties when exposed to hotter early-life conditions and, in some regions, to drier conditions. For example, among the most educated households in West and Central Africa, predicted schooling is 1.8 years lower for children who experience early-life rainfall 2 SDs below average versus 2 SDs above average, while the difference is just 0.8 years for children from the least educated households. These results suggest that development and educational gains in the tropics could be undermined by climate change, even for better-off households.
54 citations
TL;DR: The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement as discussed by the authors, and is considered a vulnerable group in terms of human rights.
Abstract: The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement. Since the escalation of violent conflicts in the ear...
36 citations
TL;DR: The authors reviewed the growing body of research in economics which concentrates on the education gender gap and its evolution over time and across countries, focusing on gender differentials in the historical period that roughly goes from 1850 to the 1940s and documents the deep determinants of the early phase of female education expansion, including preindustrial conditions, religion, and family and kinship patterns.
Abstract: This chapter reviews the growing body of research in economics which concentrates on the education gender gap and its evolution, over time and across countries. The survey first focuses on gender differentials in the historical period that roughly goes from 1850 to the 1940s and documents the deep determinants of the early phase of female education expansion, including preindustrial conditions, religion, and family and kinship patterns. Next, the survey describes the stylized facts of contemporaneous gender gaps in education, from the 1950s to the present day, accounting for several alternative measures of attainment and achievement and for geographic and temporal differentiations. The determinants of the gaps are then summarized, while keeping a strong emphasis on an historical perspective and disentangling factors related to the labor market, family formation, psychological elements, and societal cultural norms. A discussion follows of the implications of the education gender gap for multiple realms, from economic growth to family life, taking into account the potential for reverse causation. Special attention is devoted to the persistency of gender gaps in the STEM and economics fields.
33 citations
Cites background from "Ensure Inclusive and Equitable Qual..."
...The link between trade and the creation of new opportunities for women is amply documented across Europe (Richardson 1997; Uitz 1990; Wiesner 2000)....
[...]
TL;DR: The Salamanca Statement has provided the strongest impetus for drawing attention to the education of some of the most marginalised groups across the globe as mentioned in this paper and has had a significant and significant impact in India.
Abstract: Across the globe, the Salamanca Statement has provided the strongest impetus for drawing attention to the education of some of the most marginalised groups. In India, it has had a significant and s...
32 citations
References
More filters
TL;DR: An in-depth dialog between supporters of “cold” technology and “warm” humanity is advocated so that it can lead to greater understanding among teachers and students about how technology can bring new opportunities (and challenges) that can be best leveraged for pedagogical practices and learning.
Abstract: We discuss the new challenges and directions facing the use of big data and artificial intelligence (AI) in education research, policy-making, and industry. In recent years, applications of big data and AI in education have made significant headways. This highlights a novel trend in leading-edge educational research. The convenience and embeddedness of data collection within educational technologies, paired with computational techniques have made the analyses of big data a reality. We are moving beyond proof-of-concept demonstrations and applications of techniques, and are beginning to see substantial adoption in many areas of education. The key research trends in the domains of big data and AI are associated with assessment, individualized learning, and precision education. Model-driven data analytics approaches will grow quickly to guide the development, interpretation, and validation of the algorithms. However, conclusions from educational analytics should, of course, be applied with caution. At the education policy level, the government should be devoted to supporting lifelong learning, offering teacher education programs, and protecting personal data. With regard to the education industry, reciprocal and mutually beneficial relationships should be developed in order to enhance academia-industry collaboration. Furthermore, it is important to make sure that technologies are guided by relevant theoretical frameworks and are empirically tested. Lastly, in this paper we advocate an in-depth dialog between supporters of "cold" technology and "warm" humanity so that it can lead to greater understanding among teachers and students about how technology, and specifically, the big data explosion and AI revolution can bring new opportunities (and challenges) that can be best leveraged for pedagogical practices and learning.
86 citations
TL;DR: Investigating the linkages between extreme temperature and precipitation in early life and educational attainment among children throughout the global tropics finds that experiencing higher-than-average temperatures is associated with fewer years of schooling in Southeast Asia, and that early-life rainfall is positively associated with attainment in West and Central Africa and Southeast Asia and negatively associated with education in Central America and the Caribbean.
Abstract: Climate change may negatively impact education among children via exposure to extreme temperature and precipitation conditions. We link census data from 29 countries across the global tropics to high-resolution gridded climate data to understand how climatic conditions experienced in utero and during early childhood affect educational attainment at ages 12 to 16. We show that exposure to higher-than-average temperatures during the prenatal and early-life period is associated with fewer years of schooling in Southeast Asia. In this region, a child who experiences temperatures 2 SDs above average is predicted to attain 1.5 fewer years of schooling than one who experiences average temperatures. In addition, early-life rainfall is positively correlated with attainment in West and Central Africa as well as Southeast Asia, and negatively correlated with attainment in Central America and the Caribbean. While we expected that children from the most educated households would be buffered from these effects, we discover that they tend to experience the greatest educational penalties when exposed to hotter early-life conditions and, in some regions, to drier conditions. For example, among the most educated households in West and Central Africa, predicted schooling is 1.8 years lower for children who experience early-life rainfall 2 SDs below average versus 2 SDs above average, while the difference is just 0.8 years for children from the least educated households. These results suggest that development and educational gains in the tropics could be undermined by climate change, even for better-off households.
54 citations
TL;DR: The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement as discussed by the authors, and is considered a vulnerable group in terms of human rights.
Abstract: The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement. Since the escalation of violent conflicts in the ear...
36 citations
TL;DR: The authors reviewed the growing body of research in economics which concentrates on the education gender gap and its evolution over time and across countries, focusing on gender differentials in the historical period that roughly goes from 1850 to the 1940s and documents the deep determinants of the early phase of female education expansion, including preindustrial conditions, religion, and family and kinship patterns.
Abstract: This chapter reviews the growing body of research in economics which concentrates on the education gender gap and its evolution, over time and across countries. The survey first focuses on gender differentials in the historical period that roughly goes from 1850 to the 1940s and documents the deep determinants of the early phase of female education expansion, including preindustrial conditions, religion, and family and kinship patterns. Next, the survey describes the stylized facts of contemporaneous gender gaps in education, from the 1950s to the present day, accounting for several alternative measures of attainment and achievement and for geographic and temporal differentiations. The determinants of the gaps are then summarized, while keeping a strong emphasis on an historical perspective and disentangling factors related to the labor market, family formation, psychological elements, and societal cultural norms. A discussion follows of the implications of the education gender gap for multiple realms, from economic growth to family life, taking into account the potential for reverse causation. Special attention is devoted to the persistency of gender gaps in the STEM and economics fields.
33 citations
TL;DR: The Salamanca Statement has provided the strongest impetus for drawing attention to the education of some of the most marginalised groups across the globe as mentioned in this paper and has had a significant and significant impact in India.
Abstract: Across the globe, the Salamanca Statement has provided the strongest impetus for drawing attention to the education of some of the most marginalised groups. In India, it has had a significant and s...
32 citations