Author(s): Duraiappah, Anantha K.; Van Atteveldt, Nienke; Buil, J. Marieke; Singh, Kriti; Wu, Rongxiu
Organisation(s): Mahatma Gandhi Institute of Education for Peace and Sustainable Development
Publisher(s): UNESCO MGIEP
Pages: 8 p. + 103 p.
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education. The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education. In the education sector, the term assessment generally refers to activities used to measure student progress. Going beyond this narrow notion of education assessment, and drawing lessons from the IPCC Assessment Reports and other scientific environmental assessments (such as the Millennium Ecosystem Assessment and IPBES), UNESCO MGIEP aspires to initiate a scientifically credible, legitimate, relevant and inclusive process that will assess the state of education as a complex system and its role in achieving sustainable and peaceful societies. The ISEE Assessment uses the 1996 Delors Report’s four pillars of education - Learning to be, Learning to know, Learning to do and Learning to live together as evaluative benchmarks and the lens of ‘what’, ‘where’, ‘when’ and ‘how’ we learn and teach. The assessment is compiled by four Working Groups: (1) Human Flourishing, Education and Learning; (2) Education, Learning and Context; (3) Learning Experience; and (4) Data and Evidence.