International

indicator/measurement of
Global Schools
WHAT IS A WORLD CLASS EDUCATION?
 The most famous line from 17th century poet,
John Donne, “no man is an island” still rings true
today. According to ASCD, an international nonprofit
organization, a global education approach enables
students to:
• Develop an appreciation for the world
• Opens student’s eyes to the reality that they are part

World-
of a bigger system and that they can be an active
actor in it
• Exposes students to different cultures and

Class
disciplines

Furthermore, a global education approach makes

Education
learning active, fun and much engaging.

Aside from being an approach, global education also

refers to the network or system of educational
institutions across the world. The global educational
system has developed cross border and even
transnational partnerships to facilitate learning.
Through internet connectivity, students can now
“study abroad” while at the comfort of their home
through flexible pathway options.
Importance of Global
Education
-The importance of world-class education
is demonstrated in the remarkable amount
of attention the concept—and its
implications for major education reforms
—are currently attracting around the
world. In several countries national and
local education reforms seek to create
educational systems whose graduates can
successfully participate in a global society
and contribute to an expanding global
economy. This importance is also reflected
in the wide range of specific educational
programs being created, the choices being
made, and the new educational challenges
that are emerging.
-Susan Robertson notes that we could
view world-class education as an
education “that is open-minded about, and
open to, learning that engages with a range
of world concerns”
 The Program for International Student
Assessment (PISA) is an international
assessment that measures 15-year-old
students' reading, mathematics, and science
literacy every 3 years. First conducted in
2000, the major domain of study rotates
Program for between reading, mathematics, and science in
International each cycle. PISA also includes measures of
general or cross-curricular competencies,
Student such as collaborative problem solving. By
Assessment design, PISA emphasizes functional skills that
(PISA) students have acquired as they near the end of
compulsory schooling. PISA is coordinated
by the Organization for Economic
Cooperation and Development (OECD), an
intergovernmental organization of
industrialized countries, and is conducted in
the United States by NCES.
 The Trends in International Mathematics and
Science Study (TIMSS) provides reliable and
timely trend data on the mathematics and
science achievement of U.S. students
compared to that of students in other
countries. TIMSS data have been collected
Trends in from students at grades 4 and 8 every 4 years
since 1995, with the United States
International participating in every administration of
Mathematics TIMSS. TIMSS Advanced studies the
achievement in advanced mathematics and
and Science physics of students in their final year of
Study secondary school. It has been conducted in
1995, 2008, and 2015, with the United States
(TIMSS) participating in 1995 and 2015. TIMSS and
TIMSS Advanced are sponsored by the
International Association for the Evaluation
of Educational Achievement (IEA) and
conducted in the United States by the
National Center for Education Statistics
(NCES).
UNESCO INDICATOR: “Sustainable Development Goal 4 - Ensure
inclusive and equitable quality education and promote lifelong learning
opportunities for all”
• Target4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and effective learning outcomes
• Target4.2 - By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-
primary education so that they are ready for primary education
• Target4.3 - By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and
tertiary education, including university
• Target4.4 - By 2030, substantially increase the number of youth and adults who have relevant skills, including technical
and vocational skills, for employment, decent jobs and entrepreneurship
• Target4.5 - By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and
vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable
situations
• Target4.6 - By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy
and numeracy
• Target4.7 - By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable
development, including, among others, through education for sustainable development and sustainable lifestyles,
human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of
cultural diversity and of culture’s contribution to sustainable development
• Target4.a - Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-
violent, inclusive and effective learning environments for all
• Target4.b - By 2020, substantially expand globally the number of scholarships available to developing countries, in
particular least developed countries, small island developing States and African countries, for enrolment in higher
education, including vocational training and information and communications technology, technical, engineering and
scientific programs, in developed countries and other developing countries
• Target4.c - By 2030, substantially increase the supply of qualified teachers, including through international cooperation
for teacher training in developing countries, especially least developed countries and small island developing States
 UNESCO: Indicators for Monitoring Quality
Education
Education systems are typically analyzed in terms of context, specific inputs, social or institutional processes, and
outputs or outcomes. Indicators can be developed to measure issues that fall under each of these categories.
1. Context indicators: provide information on the contextual factors that affect learning, e.g. student characteristics,
socio- economic conditions, cultural aspects, status of the teaching profession, and local community issues.
Context indicators are often challenging to develop and measure as they concern qualitative issues. Common data-
collection tools include surveys, classroom observations, inspection reports, and self-evaluations.
2. Input indicators: primarily measure the deployment and use of resources to facilitate learning. They reveal
whether the planned financial, material, and human resources are being delivered in the planned quantities, at all
levels of the system. Information on input indicators is relatively easy to obtain since inputs are often “countable”
by nature, and management processes involve keeping records of many inputs automatically. One challenge may
be the differences between producing inputs and ensuring that they are available at the endpoint. For example, the
textbook/pupil ratio may be measured in terms of the number of textbooks that are delivered, or by the number of
textbooks in use in schools. In some cases, there may be a discrepancy between the two figures.
3. Process indicators: measure how educational program activities were conducted – whether they were carried out
to the desired standard of quality. This includes how specific educational processes are conducted in practice, e.g.
the application of standards, teaching quality, time on task, school climate, and educational leadership. Like
context indicators, process indicators also concern qualitative issues and may be obtained through surveys and
pedagogical observations, inspection reports, and self-evaluations.
4. Output indicators: measure the effects of the program activities to see whether the program objectives were
attained. They reveal how the education system is performing in terms of subject knowledge, competencies,
repetition, progression and completion rates, and employer satisfaction. Output indicators may be obtained
through national examinations, international assessments, surveys, and systematic field observations. Output
indicators typically involve measurement of learning outcomes based on national examinations or international
assessments. Output indicators provide the most important data for understanding whether educational quality and
learning outcomes are improving as intended.
 ASEAN’S ROLE IN GLOBAL EDUCATION
• Education is a powerful transformative force in the lives of ASEAN peoples. Thus inclusive
and quality education is key to the sustainable development of the region. Quality education
leads to better health outcomes, higher social capital, peaceful and gender-equal societies, and
decent work opportunities. It prepares ASEAN’s human resources to be resilient, competitive
and ready to face an ever-changing future. Aside from being a powerful driver of social and
economic development, education has the potential to raise ASEAN awareness and foster a
regional identity.
• ASEAN supports global and regional commitments in education by promoting lifelong
learning underpinned by the principles of equity, inclusion and quality. Specific priorities
include advancing future-ready education at basic and higher education levels and technical
and vocational education and training; ensuring inclusive education; building the capacity of
education personnel; and mobilising resources for education through partnerships with various
key stakeholders.
• Highlights of ASEAN’s work in education include:
1.Supports for students and learners transition to the workforce through internship opportunities,
higher education scholarships and responsive skills development
2.Supports for teachers and vocational trainers on the latest teaching methods and strategies
3.Advocacy to reach out-of-school children and youth
4.Advocacy for safe and resilient schools.
 Examining the future of education in the context of global
Global Trends and the trends has two main goals. First, it is necessary to better
Future of Education prepare education for the transformations underway in
What impact will climate economic, social and technological spheres. Education must
evolve to continue to deliver on its mission of supporting
change have on our individuals to develop as persons, citizens and
educational institutions professionals. A better understanding about the ways our
in the next decade? Are world is changing is a key first step in this direction.
our research and
innovation systems
prepared for an era of
global, open and internet
intensive science? What Second, observing ongoing trends helps us reflect about the
does it mean for schools potential of education to shape them. By providing the
that our societies are competencies needed to operate in the modern world,
becoming more education has the potential to influence the life outcomes of
individualistic and the most disadvantaged. It can help combat the increasing
fragmentation in our societies and empower people to
diverse? realize change in their communities.
THANK YOU!