{"id":20,"date":"2020-08-14T10:53:26","date_gmt":"2020-08-14T14:53:26","guid":{"rendered":"http:\/\/localhost\/e21\/?page_id=20"},"modified":"2020-11-04T11:16:12","modified_gmt":"2020-11-04T16:16:12","slug":"resources","status":"publish","type":"page","link":"http:\/\/saeatlss.ca\/e21\/resources\/","title":{"rendered":"Resources"},"content":{"rendered":"<p>[vc_row el_class=&#8221;fix-par&#8221;][vc_column][vc_column_text]<\/p>\n<h2>21<sup>ST<\/sup>\u00a0CENTURY EDUCATION<\/h2>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">THE ECONOMIST INTELLIGENCE UNIT: FOSTERING EXPLORATION AND EXCELLENCE IN 21ST CENTURY SCHOOLS<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/perspectives.eiu.com\/sites\/default\/files\/EIU_Google-Education.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/perspectives.eiu.com\/sites\/default\/files\/EIU_Google-Education.pdf<\/a>[\/vc_column_text][vc_column_text]<strong>\u00ab The key insights from the research are:<\/strong>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>A range of teaching strategies is needed to effectively deliver the types of learning needed to prepare students for the 21st century workplace.\n<ul>\n<li>A large majority of educators surveyed (79%) believe that soft skills need to be developed alongside foundational literacies. Educators most frequently cite the following teaching strategies as \u201cvery important\u201d in developing the skills needed in the 21st century workplace: active learning (51%), project-based learning (45%), cognitive activation (42%) and personalised learning (40%). Educators also consider these four strategies as proven to be the most effective in developing needed skills.<\/li>\n<\/ul>\n<\/li>\n<li>Technology can support the effective execution of teaching strategies by promoting interaction, engagement and communication.\n<ul>\n<li>Four in five (82%) educators agree that technology is a valuable tool for developing skills for the modern workplace. Technology is seen as most effective in enhancing the top teaching strategies for developing 21st century skills, as it can be used to promote interaction, engagement and collaboration.<\/li>\n<\/ul>\n<\/li>\n<li>Teacher quality is key. Teacher autonomy also matters and is a significant factor in shaping schools\u2019 preparedness to teach 21st century skills.\n<ul>\n<li>Good teachers need a supportive framework to make the most of their talents, including adequate resources, training and a well-planned curriculum. There is a strong correlation between the degree of autonomy teachers enjoy and schools\u2019 readiness to teach 21st century skills. Educators who assessed their schools as having \u201cmuch better\u201d teacher autonomy than other schools in their country far more often report being \u201cvery well equipped\u201d to teach both foundational literacies and soft skills, such as communication (48% v 25% for the rest of the sample).<\/li>\n<\/ul>\n<\/li>\n<li>Budget limitations are the most frequently cited obstacle in adopting new strategies and technologies.\n<ul>\n<li>Educators most frequently cite budget limitations as by far the most significant barrier to adopting both new teaching strategies (51%) and technologies (53%). A lack of technology access in schools and policy gaps are also notable challenges. On a regional level, budget constraints remain a top challenge for innovation, with North American educators most often reporting these as an obstacle to adopting new strategies (59%) and technologies (61%).<\/li>\n<\/ul>\n<\/li>\n<li>Educators most often favour a cautious approach to adopting new teaching strategies and technologies.\n<ul>\n<li>Opinions vary over how quickly schools should innovate within the classroom. However, educators most often advocate a cautious approach for implementing new teaching strategies (39%) and technologies (40%), allowing for each to be investigated and tested before adoption. (p.2-3).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">OECD: EDUCATION INDICATORS IN FOCUS<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/www.oecd.org\/education\/skills-beyond-school\/educationindicatorsinfocus.htm\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.oecd.org\/education\/skills-beyond-school\/educationindicatorsinfocus.htm<\/a>[\/vc_column_text][vc_column_text]<strong>\u00ab What are the social benefits of education?<\/strong>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>On average across 15 OECD countries, a 30-year-old male tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups reveals less of a difference than that among men.<\/li>\n<li>In 27 OECD countries, on average, 80% of young tertiary graduates say they vote, while only 54% of young adults who have not completed upper secondary education do so. The difference in voting rates by level of education is much smaller among older age groups.<\/li>\n<li>Education can bring significant benefits to society, not only through higher employment opportunities and income but also via enhanced skills, improved social status and access to networks. By fully recognising the power of education, policy makers could better address diverse societal challenges.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<strong>\u00ab Quelles sont les retombe\u0301es sociales de l\u2019e\u0301ducation ?<\/strong>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>Selon la moyenne calcule\u0301e sur la base de 15 pays de l\u2019OCDE, un homme de 30 ans peut espe\u0301rer vivre 51 ans de plus s\u2019il est diplo\u0302me\u0301 de l\u2019enseignement tertiaire, mais seulement 43 ans de plus s\u2019il n\u2019est pas diplo\u0302me\u0301 du deuxie\u0300me cycle du secondaire. Chez les femmes, la diffe\u0301rence d\u2019espe\u0301rance de vie en fonction de ces deux niveaux de formation est moins marque\u0301e.<\/li>\n<li>Selon la moyenne calcule\u0301e sur la base de 27 pays de l\u2019OCDE, 80 % des jeunes diplo\u0302me\u0301s de l\u2019enseignement tertiaire de\u0301clarent voter, contre seulement 54 % des jeunes non diplo\u0302me\u0301s du deuxie\u0300me cycle du secondaire. La diffe\u0301rence de taux de participation e\u0301lectorale en fonction du niveau de formation est bien moins importante dans les groupes d\u2019a\u0302ges supe\u0301rieurs.<\/li>\n<li>L\u2019e\u0301ducation peut apporter d\u2019importants bienfaits a\u0300 la socie\u0301te\u0301, non seulement en ame\u0301liorant les perspectives d\u2019emploi et les revenus, mais e\u0301galement en renforc\u0327ant les compe\u0301tences et en ame\u0301liorant le statut social et l\u2019acce\u0300s aux re\u0301seaux. S\u2019ils prenaient la pleine mesure de l\u2019impact de l\u2019e\u0301ducation, les de\u0301cideurs seraient mieux a\u0300 me\u0302me de faire face a\u0300 tout un ensemble d\u2019enjeux sociaux.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">THE STATE OF THE WORLD\u2019S CHILDREN 2017 \u2013 CHILDREN IN A DIGITAL WORLD<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.unicef.org\/publications\/files\/SOWC_2017_ENG_WEB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.unicef.org\/publications\/files\/SOWC_2017_ENG_WEB.pdf<\/a>[\/vc_column_text][vc_column_text]<strong>Key messages (p.1):<\/strong>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cDigital technology has already changed the world \u2013 and as more and more children go online around the world, it is increasingly changing childhood.\n<ul>\n<li>\u201cYouth (ages 15\u201324) is the most connected age group. Worldwide, 71 per cent are online compared with 48 per cent of the total population.<\/li>\n<li>\u201cChildren and adolescents under 18 account for an estimated one in three internet users around the world.<\/li>\n<li>\u201cA growing body of evidence indicates that children are accessing the internet at increasingly younger ages. In some countries, children under 15 are as likely to use the internet as adults over 25.<\/li>\n<li>\u201cSmartphones are fuelling a \u2018bedroom culture\u2019, with online access for many children becoming more personal, more private and less supervised. (p.3)<\/li>\n<\/ul>\n<\/li>\n<li>\u201cChapter Two examines the data on who is being left behind and what it means to be unconnected in a digital world. The top-line numbers are striking: Nearly one third of all youth worldwide \u2013 around 346 million 15\u201324 year olds \u2013 are not online. In Africa, 3 out of 5 youth (aged 15 to 24) are offline; in Europe, the proportion is just 1 in 25. But digital divides go deeper than just connectivity. In a world where 56 per cent of websites are in English, many children cannot find content they understand or that\u2019s relevant to their lives. Many also lack the skills, as well as the access to devices like laptops, that would allow them to make the most of online opportunities. If these digital divides are not bridged, they will deepen existing socio-economic divisions. (p.10)<\/li>\n<li>\u201cIn a world where digital access and digital skills increasingly influence children\u2019s futures, the contours of global connectivity are troubling. Just over 29 per cent of the world\u2019s youth (15\u201324 years old) \u2013 or 346 million \u2013 do not use the internet.1 Nearly 9 out of 10 of the young people currently not using the internet live in Africa, Asia or the Pacific. Africa has the highest share of non-users.<\/li>\n<li>\u201cDisparities in access are particularly striking in low-income countries: Fewer than 5 per cent of children under 15 use the internet in Bangladesh and Zimbabwe. (p.43)<\/li>\n<li>\u201cNearly 9 out of 10 of the young people (aged 15\u201324) currently not using the internet live in Africa or Asia and the Pacific. In 2017, Africa was also the region with the highest proportion of non-users among 15- to 24-year-olds \u2013 the population segment often considered to be highly connected (see Figures 2.1 and 2.2).<\/li>\n<li>\u201cAs the World Bank\u2019s World Development Report 2016: Digital dividends points out, \u201cMore households in developing countries own a mobile phone than have access to electricity or clean water, and nearly 70 per cent of the bottom fifth of the population in developing countries own a mobile phone. (p.45)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cLa technologie nume\u0301rique a change\u0301 le monde et alors que le nombre d\u2019enfants utilisant Internet ne cesse d\u2019augmenter, elle transforme de plus en plus l\u2019enfance.\n<ul>\n<li>Les jeunes (de 15 a\u0300 24 ans) constituent la tranche d\u2019a\u0302ge la plus connecte\u0301e. A\u0300 l\u2019e\u0301chelle mondiale, 71 % d\u2019entre eux utilisent Internet contre 48 % pour la population totale.<\/li>\n<li>D\u2019apre\u0300s les estimations, un internaute sur trois dans le monde est un enfant ou un adolescent de moins de 18 ans.<\/li>\n<li>Un corpus croissant de donne\u0301es probantes indique que les enfants acce\u0300dent a\u0300 Internet de plus en plus to\u0302t. Dans certains pays, les moins de 15 ans sont aussi susceptibles d\u2019utiliser Internet que les adultes de plus de 25 ans.<\/li>\n<li>Les smartphones favorisent une \u00ab culture de la chambre \u00bb, dans laquelle l\u2019acce\u0300s a\u0300 Internet de nombreux enfants devient plus personnel et prive\u0301, et moins supervise\u0301.<\/li>\n<\/ul>\n<\/li>\n<li>\u201cLe chapitre 2 s\u2019inte\u0301resse aux donne\u0301es concernant les laisse\u0301s-pour-compte du nume\u0301rique et examine les re\u0301percussions lie\u0301es au fait de ne pas e\u0302tre connecte\u0301 dans un monde nume\u0301rique. Les premiers chiffres sont e\u0301difiants : pre\u0300s d\u2019un tiers des jeunes dans le monde, soit environ 346 millions de jeunes a\u0302ge\u0301s de 15 a\u0300 24 ans, ne sont pas en ligne. En Afrique, trois jeunes sur cinq a\u0302ge\u0301s de 15 a\u0300 24 ans ne sont pas connecte\u0301s, contre seulement un sur 25 en Europe. Mais la fracture nume\u0301rique va au-dela\u0300 de la simple connectivite\u0301. Dans un monde ou\u0300 56 % des sites Internet sont en anglais, beaucoup d\u2019enfants ne peuvent pas acce\u0301der a\u0300 des contenus qu\u2019ils comprennent ou qui sont en rapport avec leur vie. De plus, nombre d\u2019entre eux ne disposent ni des compe\u0301tences ni des e\u0301quipements ne\u0301cessaires, comme les ordinateurs portables, pour tirer le meilleur parti des possibilite\u0301s offertes en ligne. Si ces fractures nume\u0301riques ne sont pas re\u0301duites, elles aggraveront les disparite\u0301s socioe\u0301conomiques existantes.<\/li>\n<li>\u201cDans un monde ou\u0300 l\u2019acce\u0300s au nume\u0301rique et les compe\u0301tences en la matie\u0300re influencent de plus en plus l\u2019avenir des enfants, le panorama de la connectivite\u0301 mondiale devient plus proble\u0301matique. Un peu plus de 29 % des jeunes du monde (de 15 a\u0300 24 ans), soit 346 millions de personnes, n\u2019utilisent pas Internet1. Pre\u0300s de neuf jeunes sur dix qui n\u2019utilisent actuellement pas Internet vivent en Afrique, en Asie ou dans la re\u0301gion Pacifique. C\u2019est l\u2019Afrique qui regroupe la part la plus importante de non-utilisateurs.<\/li>\n<li>\u201cLes disparite\u0301s dans l\u2019acce\u0300s sont particulie\u0300rement frappantes dans les pays a\u0300 revenu faible : moins de 5 % des enfants de moins de 15 ans utilisent Internet au Bangladesh et au Zimbabwe.<\/li>\n<li>\u201cPre\u0300s de neuf jeunes sur dix (a\u0302ge\u0301s de 15 a\u0300 24 ans) qui n\u2019utilisent actuellement pas Internet vivent en Afrique, en Asie et dans la re\u0301gion Pacifique. En 2017, l\u2019Afrique est e\u0301galement la re\u0301gion qui affiche la plus grande part de non- utilisateurs parmi les jeunes de 15 a\u0300 24 ans, un segment de population souvent conside\u0301re\u0301 comme tre\u0300s connecte\u0301 (voir Figures 2.1 et 2.2)<\/li>\n<li>Comme le souligne la Banque mondiale dans son Rapport sur le de\u0301veloppement dans le monde 2016 : les dividendes du nume\u0301rique, \u00ab [d]ans les pays en de\u0301veloppement, les me\u0301nages qui posse\u0300dent un te\u0301le\u0301phone mobile sont plus nombreux que ceux qui ont acce\u0300s a\u0300 l\u2019e\u0301lectricite\u0301 ou a\u0300 de l\u2019eau salubre, et pre\u0300s de 70 % des personnes appartenant au quintile infe\u0301rieur de la population sont proprie\u0301taires d\u2019un [te\u0301le\u0301phone] portable \u00bb.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">GLOBAL EDUCATION MONITORING REPORT SUMMARY 2017\/8: ACCOUNTABILITY IN EDUCATION: MEETING OUR COMMITMENTS<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0025\/002595\/259593e.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0025\/002595\/259593e.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cGlobally, less than one in five countries guarantees 12 years of both free and compulsory education. Such guarantees are most common in Latin America and the Caribbean (47% of countries) and in Caucasus and Central Asia (38% of countries), while no low income country makes that provision. (p.35)<\/li>\n<li>\u201cLocation and wealth are two key dimensions that merit close monitoring. In 2010\u20132015, for every 75 adolescents in rural areas who completed lower secondary school, 100 urban adolescents did so. The parity index is worse for the poor. Globally, 61 in the poorest fifth of the population completed lower secondary school for every 100 of those in the richest. The corresponding figures are 54 for every 100 in lower middle income countries and 14 for every 100 in low income countries. While the global completion rate was 69%, only 12% of the poorest males and 8% of the poorest females completed lower secondary school.<\/li>\n<li>Moreover, household surveys do not capture many vulnerable populations, including seasonal workers, homeless people, refugees and populations in conflict zones. It is estimated that around 250 million people worldwide are excluded as a result of survey design, and a further 100 million are under-represented, including slum dwellers. (p.41)<\/li>\n<li>\u201cBetween 2000 and 2015, the adult literacy rate increased from 81.5% to 86%, although it remains at 64% in sub- Saharan Africa and just below 60% in low income countries. The number of adults with no literacy skills has fallen by just 4% to 753 million.<\/li>\n<li>\u201cBy contrast, the number of youth with no literacy skills has fallen by 27%. Still, there are more than 100 million young people who cannot read, including more than one in four in sub-Saharan Africa and in low income countries. (p.42)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cA\u0300 l\u2019e\u0301chelle mondiale, moins d\u2019un pays sur cinq assure douze anne\u0301es d\u2019e\u0301ducation a\u0300 la fois gratuite et obligatoire. Ces garanties sont particulie\u0300rement courantes en Ame\u0301rique latine et dans les Carai\u0308bes (47 % des pays)<\/li>\n<li>\u201cLa zone ge\u0301ographique et le niveau de richesse sont deux e\u0301le\u0301ments fondamentaux qui doivent faire l\u2019objet d\u2019un suivi rapproche\u0301. Entre 2010 et 2015, pour 100 adolescents de milieu urbain ayant acheve\u0301 le premier cycle du secondaire, ils e\u0301taient 75 en milieu rural. Les disparite\u0301s sont encore plus marque\u0301es entre les pauvres et les riches : a\u0300 l\u2019e\u0301chelle mondiale, 61 e\u0301le\u0300ves du quintile le plus pauvre avaient atteint la dernie\u0300re anne\u0301e du premier cycle de l\u2019enseignement secondaire, pour 100 dans le quintile le plus riche. Cette proportion s\u2019e\u0301le\u0300ve a\u0300 54 pour 100 dans les pays a\u0300 revenu faible et interme\u0301diaire et a\u0300 14 pour 100 dans les pays a\u0300 faible revenu. Si le taux mondial d\u2019ache\u0300vement e\u0301tait de 69 %, seuls 12 % des garc\u0327ons les plus pauvres et 8 % des filles les plus pauvres avaient acheve\u0301 le premier cycle du secondaire.<\/li>\n<li>\u201cEn outre, les enque\u0302tes aupre\u0300s des me\u0301nages ne tiennent pas compte des nombreuses populations vulne\u0301rables : travailleurs saisonniers, sans-abri, re\u0301fugie\u0301s et populations dans les zones de conflit. Dans le monde, on estime a\u0300 250 millions le nombre de personnes non prises en compte en raison de la conception des enque\u0302tes, et a\u0300 100 millions le nombre de celles qui sont sous-repre\u0301sente\u0301es, notamment les habitants de taudis.<\/li>\n<li>\u201cEntre 2000 et 2015, le taux d\u2019alphabe\u0301tisme des adultes est passe\u0301 de 81,5 % a\u0300 86 %. Il est cependant reste\u0301 stable a\u0300 64 % en Afrique subsaharienne et le\u0301ge\u0300rement infe\u0301rieur a\u0300 60 % dans les pays a\u0300 faible revenu. Le nombre d\u2019adultes non alphabe\u0301tise\u0301s a baisse\u0301 de 4 % seulement pour atteindre 753 millions.<\/li>\n<li>\u201cSi le nombre de jeunes non alphabe\u0301tise\u0301s a chute\u0301 de 27 %, on compte en revanche plus de 100 millions de jeunes ne sachant pas lire, dont plus d\u2019un sur quatre en Afrique subsaharienne et dans les pays a\u0300 faible revenu.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">UNESCO POLICY PAPER 27 \/ FACT SHEET 37<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0024\/002452\/245238E.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0024\/002452\/245238E.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cAbout 263 million children and youth are out of school, according to UIS data. This number includes 61 million children of primary school age (about 6 to 11 years), 60 million young adolescents of lower secondary school age (about 12 to 14 years), and 142 million youth of upper secondary school age (about 15 to 17 years) for the school year ending in 2014. (p.2)<\/li>\n<li>\u201cGirls are more likely than boys to remain completely excluded from education, despite the efforts and progress made over the past two decades. According to UIS data, 15 million girls of primary school age will never have the opportunity to learn to read and write in primary school, compared to about 10 million boys. (p.5)<\/li>\n<li>\u201cIn order to benefit from secondary level curricula, students must possess the necessary skills from previous education stages. Due to the poor quality of previous schooling or education interruptions, many disadvantaged students enter secondary education with learning deficits that hinder learning, reduce motivation and push them to drop out. More personalized support or counselling can help such students catch up with their more privileged peers and fully participate in secondary schooling. (p.15)<\/li>\n<li>\u201cThe numbers are staggering \u2013 263 million children, adolescents and youth are excluded from education. More than half of all excluded children and youth are between the ages of 15 and 17. (p.16)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cSelon les donne\u0301es de l\u2019ISU, environ 263 millions d\u2019enfants et de jeunes ne sont pas scolarise\u0301s. Ce nombre comprend 61 millions d\u2019enfants en a\u0302ge de fre\u0301quenter le primaire (a\u0302ge\u0301s de 6 a\u0300 11 ans environ), 60 millions de jeunes adolescents en a\u0302ge de fre\u0301quenter le premier cycle du secondaire (a\u0302ge\u0301s de 12 a\u0300 14 ans environ) et 142 millions de jeunes en a\u0302ge de fre\u0301quenter le second cycle du secondaire (a\u0302ge\u0301s de 15 a\u0300 17 ans) pour l\u2019anne\u0301e scolaire se terminant en 2014.<\/li>\n<li>\u201cLes filles sont plus susceptibles que les garc\u0327ons de rester comple\u0300tement exclues de l\u2019e\u0301ducation malgre\u0301 les efforts et les progre\u0300s re\u0301alise\u0301s ces deux dernie\u0300res de\u0301cennies. Selon les donne\u0301es de l\u2019ISU, 15 millions de filles en a\u0302ge de fre\u0301quenter le primaire n\u2019auront jamais la possibilite\u0301 d\u2019apprendre a\u0300 lire et a\u0300 e\u0301crire a\u0300 l\u2019e\u0301cole primaire, contre environ 10 millions de garc\u0327ons<\/li>\n<li>\u201cCependant, pour pouvoir be\u0301ne\u0301ficier des curricula du secondaire, les e\u0301le\u0300ves doivent posse\u0301der les compe\u0301tences ne\u0301cessaires acquises aux e\u0301tapes pre\u0301ce\u0301dentes de l\u2019enseignement. En raison de la mauvaise qualite\u0301 de la scolarite\u0301 pre\u0301ce\u0301dente ou d\u2019interruptions dans la scolarite\u0301, de nombreux e\u0301le\u0300ves de\u0301favorise\u0301s arrivent dans l\u2019enseignement secondaire avec des lacunes qui empe\u0302chent l\u2019apprentissage, diminuent leur motivation et les poussent a\u0300 abandonner. Afin d\u2019aider ces e\u0301le\u0300ves a\u0300 rattraper leurs pairs plus privile\u0301gie\u0301s et a\u0300 participer pleinement a\u0300 l\u2019enseignement secondaire, un soutien et des conseils plus personnalise\u0301s peuvent e\u0302tre utiles.<\/li>\n<li>\u201cLes chiffres sont alarmants : 263 millions d\u2019enfants, d\u2019adolescents et de jeunes sont exclus de l\u2019e\u0301ducation. Plus de la moitie\u0301 des enfants et des jeunes exclus sont a\u0302ge\u0301s de 15 a\u0300 17 ans.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">GLOBAL RISE OF EDUCATION<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ourworldindata.org\/global-rise-of-education\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ourworldindata.org\/global-rise-of-education<\/a><br \/>\n(lots of statistics, including literacy\/enrolment\/attainment)[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cin 1970 there were only around 700 million people in the world with secondary or post-secondary education, by 2100 this figure is predicted to be 10 times larger<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">GLOBAL PARTNERSHIP FOR EDUCATION: EDUCATION DATA<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.globalpartnership.org\/data-and-results\/education-data\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.globalpartnership.org\/data-and-results\/education-data<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cAn estimated 150 million children worldwide are engaged in child labor<\/li>\n<li>\u201cEach year of education reduces the risk of conflict by around 20%.<\/li>\n<li>\u201cGirls are almost two and a half more likely to be out of school if they live in conflict-affected countries, and young women are nearly 90% more likely to be out of secondary school than their counterparts in countries not affected by conflict.<\/li>\n<li>\u201cIn low and lower-middle income countries, around 40% of children with disabilities are out of school at primary level and 55% at lower secondary level<\/li>\n<li>\u201cThe literacy rate for adults with disabilities is 3%. For women with disabilities the literacy rate is even lower, at 1%<\/li>\n<li>\u201cOne extra year of schooling increases an individual\u2019s earnings by up to 10%.<\/li>\n<li>\u201cEach additional year of schooling raises average annual gross domestic product (GDP) growth by 0.37%.<\/li>\n<li>\u201cIf education progress is stalled, it could lead to a 20% increase in disaster-related fatalities per decade.<\/li>\n<li>\u201c131 million girls worldwide are out of school (2015). This includes 32.4 million girls of primary school age, 29.8 million girls of lower secondary school age, and 68.7 million girls of upper secondary school age.<\/li>\n<li>\u201cSome countries lose more than US$1 billion a year by failing to educate girls to the same level as boys<\/li>\n<li>\u201cEach extra year of a mother\u2019s schooling reduces the probability of infant mortality by 5% to 10%<\/li>\n<li>\u201cYoung people from the poorest 20% of households are almost six times as likely to be unable to read as those from the richest 20% of households<\/li>\n<li>\u201cHalf of all children in low- and middle-income countries are not taught in a language they speak.<\/li>\n<li>\u201cLiterate people are more likely to participate in the democratic process and exercise their civil rights<\/li>\n<li>\u201cIf adults had just 2 more years of schooling, 60 million would be lifted out of poverty.<\/li>\n<li>\u201cRefugees are five times less likely to attend school than other children, with only 50% of refugee children enrolled in primary school and less than 25% enrolled in secondary school (2014).<\/li>\n<li>\u201c85% of all refugees are hosted in developing countries.<\/li>\n<li>\u201cHigher education opportunities for refugees have historically been extremely limited with less than 1% of refugee youth able to access universities.<\/li>\n<li>\u201cThere are 17 million school-age refugees and internally displaced children in countries affected by conflict.<\/li>\n<li>\u201cBy 2030, countries must recruit 69 million teachers to provide every child with primary and secondary education: 24.4 million primary school teachers and 44.4 million secondary school teachers.<\/li>\n<li>\u201cIn one-third of all countries, less than 75% of teachers were trained according to national standards in 2013.<\/li>\n<li>\u201cLess than 10 percent of schools are connected to the Internet across many developing countries.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">LEFT BEHIND: REFUGEE EDUCATION IN CRISIS<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/www.unhcr.org\/59b696f44\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.unhcr.org\/59b696f44<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cjust 23 per cent of refugee adolescents are enrolled in secondary school, compared to 84 per cent globally. In low-income countries, which host 28 per cent of the world\u2019s refugees, the number in secondary education is disturbingly low, at a mere 9 per cent.<\/li>\n<li>\u201cThere are 6.4 million refugees of school-age amongst the 17.2 million refugees under UNHCR\u2019s mandate. In 2016, only 2.9 million were enrolled in primary or secondary education. More than half of them \u2013 3.5 million \u2013 did not go to school.<\/li>\n<li>\u201cConnected learning engages students in ways that allow them to link different dimensions of their learning environments: personal interests, peer relationships and opportunities. Connected learning has been particularly successful in remotes places where resources are low, and is invaluable where it is hard for refugees to physically attend university. Yet teachers remain central to the success of such programmes. Massive open online courses are sometimes perceived as an acceptable substitute for refugees, yet they have extremely high dropout rates. Unlike connected learning programmes, they lack personal and onsite support. Learners find the material short on relevance or are put off by the impersonal nature of sitting in front of a computer and watching a video lecture. Only 1 per cent of refugee youth are in tertiary education; this statistic will not be improved by asking refugees to learn exclusively online.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">GEM REPORT 2016: EDUCATION FOR PEOPLE AND PLANET<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0024\/002457\/245752e.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0024\/002457\/245752e.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cOn current trends, universal primary completion will be achieved in 2042, universal lower secondary completion in 2059 and universal upper secondary completion in 2084.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>Au rythme actuel, l\u2019ache\u0300vement universel sera atteint en 2042 dans l\u2019enseignement primaire, en 2059 dans le premier cycle de l\u2019enseignement secondaire et en 2084 dans le second cycle de l\u2019enseignement secondaire.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">UNESCO: EDUCATION RESEARCH AND FORESIGHT WORKING PAPERS<\/h3>\n<p>The futures of learning 1: Why must learning content and methods change in the 21st century?<br \/>\n<a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0023\/002348\/234807E.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0023\/002348\/234807E.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cResearch by Redecker et al. (2011) identified six key challenges:\n<ol style=\"list-style: lower-roman;\">\n<li>multicultural integration to address immigration and demographic change;<\/li>\n<li>reducing early school leaving to combat unemployment and to promote a better educated workforce;<\/li>\n<li>fostering talent to develop a \u2018smart\u2019 economy based on knowledge and innovation;<\/li>\n<li>promoting a rapid and more fluent transition from school to work in order to reduce the barriers between the world of work and education;<\/li>\n<li>facilitating re-entrance to the labour market especially to tackle long-term unemployment; and<\/li>\n<li>focusing on permanent re-skilling to enable all citizens to keep their competencies updated and to quickly respond to changing work environments (p. 12, cited on p.2).<\/li>\n<\/ol>\n<\/li>\n<li>\u201cThe twenty-first century promises uncertainty and complexity, and little respite is expected in the scale or pace of change (Carneiro, 2007). (cited on p.3)<\/li>\n<li>\u201cWith almost 75 million young people under 25 out of work (out of a total of 200 million unemployed) global unemployment is clearly impacting the younger generation (ILO, 2012). (p.5)<\/li>\n<li>\u201cThe current industrial model of schooling was designed to meet the production needs of a much earlier time and has outlived its usefulness (P21, 2007). Modes of learning have shifted dramatically over the past two decades with changes in the ways people access, exchange and interact with information. Schools have changed far more slowly with the fundamental aspects of learning institutions remaining essentially familiar for 200 years or more (Davidson et al., 2009). (p.5)<\/li>\n<li>\u201cSome 45 per cent of the world\u2019s households have internet access at home. (p.6)<\/li>\n<li>\u201cthere are nearly 7 billion mobile phone subscriptions worldwide, equivalent to over 95 per cent of the world\u2019s population. Developing countries are home to more than three-quarters of these subscriptions. (p.7)<\/li>\n<li>\u201cLearners, who might not otherwise have access to high-quality education, schools or even books, generally have access to working mobile phones. (p.7)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cLes recherches mene\u0301es par Redecker et al. (2011) ont mis en e\u0301vidence six enjeux fondamentaux :\n<ol style=\"list-style: lower-roman;\">\n<li>assurer l\u2019inte\u0301gration multiculturelle pour re\u0301pondre a\u0300 l\u2019immigration et aux changements de\u0301mographiques ;<\/li>\n<li>lutter contre l\u2019abandon pre\u0301mature\u0301 des e\u0301tudes scolaires pour re\u0301duire le cho\u0302mage et disposer d\u2019une main-d\u2019\u0153uvre mieux instruite ;<\/li>\n<li>encourager les talents afin de mettre en place une e\u0301conomie \u00ab intelligente \u00bb fonde\u0301e sur le savoir et l\u2019innovation ;<\/li>\n<li>favoriser un passage rapide et plus fluide entre l\u2019e\u0301cole et le monde du travail de fac\u0327on a\u0300 abattre les cloisons entre le monde du travail et l\u2019enseignement ;<\/li>\n<li>faciliter le retour sur le marche\u0301 du travail, en particulier pour re\u0301duire le cho\u0302mage de longue dure\u0301e ;<\/li>\n<li>faire porter l\u2019effort sur le perfectionnement permanent en vue de permettre a\u0300 tous les citoyens d\u2019actualiser sans cesse leurs compe\u0301tences et de re\u0301pondre rapidement a\u0300 l\u2019e\u0301volution des environnements de travail<\/li>\n<\/ol>\n<\/li>\n<li>\u201cLe XXIe sie\u0300cle promet incertitude et complexite\u0301, et il ne faut gue\u0300re attendre de re\u0301pit dans l\u2019ampleur ou le rythme du changement (Carneiro, 2007).<\/li>\n<li>\u201cAlors que pre\u0300s de 75 millions de jeunes a\u0302ge\u0301s de moins de 25 ans sont sans emploi (sur un total de 200 millions de cho\u0302meurs), le cho\u0302mage est un phe\u0301nome\u0300ne mondial qui affecte clairement la jeune ge\u0301ne\u0301ration (OIT, 2012).<\/li>\n<li>\u201cLe mode\u0300le actuel de l\u2019enseignement scolaire, d\u2019inspiration industrielle et conc\u0327u pour re\u0301pondre aux besoins de production d\u2019une e\u0301poque tre\u0300s e\u0301loigne\u0301e de la no\u0302tre, n\u2019est plus pertinent (P21, 2007). Les modes d\u2019apprentissage ont connu une e\u0301volution spectaculaire au cours des deux dernie\u0300res de\u0301cennies, modifiant la manie\u0300re dont les individus acce\u0300dent a\u0300 l\u2019information, l\u2019e\u0301changent et l\u2019exploitent. Les e\u0301coles se sont transforme\u0301es beaucoup plus lentement, et les caracte\u0300res fondamentaux de ces e\u0301tablissements ont pour l\u2019essentiel conserve\u0301 leur aspect traditionnel depuis 200 ans ou plus (Davidson et al., 2009).<\/li>\n<li>\u201cQuelque 45 % des me\u0301nages du monde ont acce\u0300s a\u0300 l\u2019Internet a\u0300 leur domicile.<\/li>\n<li>\u201con compterait pre\u0300s de 7 milliards d\u2019abonnements de te\u0301le\u0301phonie mobile dans le monde, ce qui repre\u0301sente plus de 95 % de la population mondiale. Plus des trois quarts de ces abonnements ont e\u0301te\u0301 souscrits dans des pays en de\u0301veloppement.<\/li>\n<li>\u201cDes apprenants qui, sinon, ne pourraient be\u0301ne\u0301ficier d\u2019une e\u0301ducation, d\u2019e\u0301coles ou me\u0302me de livres de grande qualite\u0301, ont ge\u0301ne\u0301ralement acce\u0300s a\u0300 des te\u0301le\u0301phones mobiles connecte\u0301s.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">UNESCO: EDUCATION RESEARCH AND FORESIGHT WORKING PAPERS<\/h3>\n<p>The futures of learning 2: What kind of learning for the 21st century?<br \/>\n<a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0024\/002429\/242996E.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0024\/002429\/242996E.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cPreparing students for work, citizenship and life in the twenty- first century is daunting. Globalization, new technologies, migration, international competition, changing markets, and transnational environmental and political challenges all drive the acquisition of skills and knowledge needed by students to survive and succeed in the twenty-first century (p.2)<\/li>\n<li>\u201cPersonalization, collaboration, communication, informal learning, productivity and content creation are central to the competencies and skills learners are expected to develop and the way in which these skills are taught. (p.2)<\/li>\n<li>\u201cstudents need seven survival skills to be prepared for twenty-first century life, work and citizenship:\n<ul>\n<li>Critical thinking and problem solving<\/li>\n<li>Collaboration and leadership<\/li>\n<li>Agility and adaptability<\/li>\n<li>Initiative and entrepreneurialism<\/li>\n<li>Effective oral and written communication<\/li>\n<li>Accessing and analysing information<\/li>\n<li>Curiosity and imagination (p.3)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cPre\u0301parer les e\u0301tudiants au travail, a\u0300 la citoyennete\u0301 et a\u0300 la vie au XXIe sie\u0300cle constitue un de\u0301fi de taille. La mondialisation, les nouvelles technologies, les migrations, la concurrence internationale, l\u2019e\u0301volution des marche\u0301s ainsi que les de\u0301fis environnementaux et politiques transnationaux sont autant de facteurs qui appellent a\u0300 acque\u0301rir les compe\u0301tences et le savoir dont les e\u0301tudiants auront besoin pour survivre et re\u0301ussir au XXIe sie\u0300cle.<\/li>\n<li>\u201cLa personnalisation, la collaboration, la communication, l\u2019apprentissage informel, la productivite\u0301 et la cre\u0301ation de contenu sont au centre des compe\u0301tences et des aptitudes que les apprenants sont cense\u0301s de\u0301velopper, de me\u0302me que la manie\u0300re dont ces compe\u0301tences sont enseigne\u0301es.<\/li>\n<li>\u201cles e\u0301tudiants ont besoin, pour e\u0302tre pre\u0301pare\u0301s a\u0300 la vie, au travail et a\u0300 la citoyennete\u0301 au XXIe sie\u0300cle, de sept compe\u0301tences de survie\n<ul>\n<li>Pense\u0301e critique et re\u0301solution de proble\u0300mes<\/li>\n<li>Collaboration et leadership<\/li>\n<li>Agilite\u0301 et adaptabilite\u0301<\/li>\n<li>Initiative et esprit d\u2019entreprise<\/li>\n<li>Communication orale et e\u0301crite efficace<\/li>\n<li>Obtention et analyse de l\u2019information<\/li>\n<li>Curiosite\u0301 et imagination<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">UNESCO: EDUCATION RESEARCH AND FORESIGHT WORKING PAPERS<\/h3>\n<p>The futures of learning 3: What kind of pedagogies for the 21st century?<br \/>\n<a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0024\/002429\/242996E.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0024\/002429\/242996E.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">WORLD BANK: EDUCATION STATISTICS<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/datatopics.worldbank.org\/education\/indicators\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/datatopics.worldbank.org\/education\/indicators<\/a>[\/vc_column_text][vc_column_text css=&#8221;.vc_custom_1598541611705{margin-top: 40px !important;}&#8221;]<\/p>\n<h2>AI SYMPOSIUM<\/h2>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">TRANSFORMATIVE TECHNOLOGIES AND JOBS OF THE FUTURE<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.oecd.org\/sti\/inno\/transformative-technologies-and-jobs-of-the-future.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.oecd.org\/sti\/inno\/transformative-technologies-and-jobs-of-the-future.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cSkills provide an important safeguard against the risk of automation. Fewer than 5% of workers with a tertiary degree are at a high risk of losing their job due to automation compared to 40% of workers with a lower secondary degree. To thrive in the digital era, all workers will need to be equipped with a wide set of skills, encompassing cognitive as well as non-cognitive and social skills (notably information and communication technology [ICT] skills; science, technology, engineering and mathematics [STEM] skills; and self-organisation skills). (p.6)<\/li>\n<li>\u201cOECD estimates suggest that about 14% of workers are at a high risk of having most of their existing tasks automated over the next 15 years. Another 30% will face major changes in the tasks required in their job and, consequently, the skills required. About half of all workers will confront the need to significantly adapt to the new workplace environment. (p.7)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">A BRAVE NEW WORLD: TECHNOLOGY AND EDUCATION<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/www.oecd.org\/education\/ceri\/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.oecd.org\/education\/ceri\/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cRapid technological advances can have an impact on personal, social and professional development. Implications for education include changes in the demand for knowledge and skills as well as expanding possibilities for teaching and learning. (p.1)<\/li>\n<li>\u201cThe increasing sophistication of robots, artificial intelligence, big data and the Internet of things (OECD, 2016a) generate anxieties about the automation of existing jobs. (p.1)<\/li>\n<li>\u201cIn 2015, 50% of new entrants in natural sciences, mathematics and statistics tertiary- education programmes were women on average, but only 19% were in the fields of information and communication technologies, and 24% in engineering, manufacturing and construction fields (OECD, 2017c). (p.4)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">THE REAL PAYOFF FROM ARTIFICIAL INTELLIGENCE IS STILL A DECADE OFF<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/foreignpolicy.com\/2018\/08\/09\/the-solution-to-the-productivity-puzzle-is-simple-robots-ai\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/foreignpolicy.com\/2018\/08\/09\/the-solution-to-the-productivity-puzzle-is-simple-robots-ai\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<ul>\n<li>\u201cThe number of active, venture-backed private companies in the United States that are developing artificial-intelligence systems is 14 times larger now than in 2000. Similarly, industrial robots\u2014many of them programmed with new artificial intelligence\u2014are more pervasive than ever. Between 2003 and 2010, the number of industrial robots worldwide remained roughly stagnant. The figure nearly doubled between 2010 and 2014. By 2020, the stock of robots is expected to be almost three times larger than it was in 2014.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">USING ARTIFICIAL INTELLIGENCE TO FIX WIKIPEDIA\u2019S GENDER PROBLEM<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.wired.com\/story\/using-artificial-intelligence-to-fix-wikipedias-gender-problem\/?CNDID=42657184&amp;mbid=nl_080318_daily_list1_p4\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.wired.com\/story\/using-artificial-intelligence-to-fix-wikipedias-gender-problem\/?CNDID=42657184&amp;mbid=nl_080318_daily_list1_p4<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">WILL YOU BE EMPLOYED? SKILLS DEMANDED BY THE CHANGING NATURE OF WORK<\/h3>\n<p><a class=\"slink\" href=\"http:\/\/blogs.worldbank.org\/developmenttalk\/will-you-be-employed-skills-demanded-changing-nature-work\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/blogs.worldbank.org\/developmenttalk\/will-you-be-employed-skills-demanded-changing-nature-work<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">EXPLORING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON TEACHING AND LEARNING IN HIGHER EDUCATION<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/link.springer.com\/article\/10.1186\/s41039-017-0062-8\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/link.springer.com\/article\/10.1186\/s41039-017-0062-8<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\">HOW ARTIFICIAL INTELLIGENCE IS DISRUPTING EDUCATION<\/h3>\n<p><a class=\"slink\" href=\"https:\/\/e27.co\/artificial-intelligence-disrupting-education-20180302\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/e27.co\/artificial-intelligence-disrupting-education-20180302\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>LEARNING TO WORK WITH ROBOTS: AI WILL CHANGE EVERYTHING. WORKERS MUST ADAPT \u2014 OR ELSE.<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/foreignpolicy.com\/2018\/07\/11\/learning-to-work-with-robots-automation-ai-labor\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/foreignpolicy.com\/2018\/07\/11\/learning-to-work-with-robots-automation-ai-labor\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>ARTIFICIAL INTELLIGENCE AND JOBS: WHAT\u2019S LEFT FOR HUMANITY WILL REQUIRE UNIQUELY HUMAN SKILLS<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.theglobeandmail.com\/business\/commentary\/article-artificial-intelligence-and-jobs-whats-left-for-humanity-will\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.theglobeandmail.com\/business\/commentary\/article-artificial-intelligence-and-jobs-whats-left-for-humanity-will\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>HOW AI COULD TRANSFORM THE WAY WE MEASURE KIDS\u2019 INTELLIGENCE<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/qz.com\/1329111\/the-case-for-how-ai-could-kill-high-stakes-testing\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/qz.com\/1329111\/the-case-for-how-ai-could-kill-high-stakes-testing\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>THE ROLE OF EDUCATION IN AI (AND VICE VERSA)<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.mckinsey.com\/featured-insights\/artificial-intelligence\/the-role-of-education-in-ai-and-vice-versa\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.mckinsey.com\/featured-insights\/artificial-intelligence\/the-role-of-education-in-ai-and-vice-versa<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>ARTIFICIAL INTELLIGENCE: BETWEEN MYTH AND REALITY<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/en.unesco.org\/courier\/2018-3\/artificial-intelligence-between-myth-and-reality\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/en.unesco.org\/courier\/2018-3\/artificial-intelligence-between-myth-and-reality<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>HOW AI IMPACTS EDUCATION<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.forbes.com\/sites\/theyec\/2017\/12\/27\/how-ai-impacts-education\/#69a5ecc4792e\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.forbes.com\/sites\/theyec\/2017\/12\/27\/how-ai-impacts-education\/#69a5ecc4792e<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>EDUCATION AND EMPLOYMENT AND THE RESPONSE TO AUTOMATION<\/em><\/h3>\n<p><a class=\"slink\" href=\"http:\/\/www.universityworldnews.com\/article.php?story=20180718063505798\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.universityworldnews.com\/article.php?story=20180718063505798<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>WHY UNIVERSITIES NEED TO PREPARE STUDENTS FOR THE NEW AI WORLD<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.forbes.com\/sites\/stephanieglass\/2018\/07\/24\/why-universities-need-to-prepare-students-for-the-new-ai-world\/#235749176bc8\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.forbes.com\/sites\/stephanieglass\/2018\/07\/24\/why-universities-need-to-prepare-students-for-the-new-ai-world\/#235749176bc8<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>EN CHINE, LES ROBOTS D\u00c9BARQUENT \u00c0 LA MATERNELLE<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.ledevoir.com\/societe\/education\/535573\/en-chine-les-robots-debarquent-a-la-maternelle\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.ledevoir.com\/societe\/education\/535573\/en-chine-les-robots-debarquent-a-la-maternelle<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>FAUT-IL CRAINDRE L\u2019INTELLIGENCE ARTIFICIELLE?<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.lemonde.fr\/o21\/article\/2018\/03\/14\/o21-faut-il-craindre-l-intelligence-artificielle_5270792_5014018.html\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.lemonde.fr\/o21\/article\/2018\/03\/14\/o21-faut-il-craindre-l-intelligence-artificielle_5270792_5014018.html<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>INTELLIGENCE ARTIFICIELLE : COMMENT L\u2019ENSEIGNER POUR MODIFIER LA REPR\u00c9SENTATION QU\u2019EN ONT LES JEUNES<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/hal.archives-ouvertes.fr\/hal-01753142\/file\/Brieuc.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/hal.archives-ouvertes.fr\/hal-01753142\/file\/Brieuc.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>INTELLIGENCE ARTIFICIELLE : D\u00c9MYSTIFIER LE CONCEPT<\/em><\/h3>\n<p><a class=\"slink\" href=\"http:\/\/www.lapresse.ca\/techno\/201803\/26\/01-5158720-intelligence-artificielle-demystifier-le-concept.php\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.lapresse.ca\/techno\/201803\/26\/01-5158720-intelligence-artificielle-demystifier-le-concept.php<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>INTELLIGENCE ARTIFICIELLE : HIER MENACE POUR L\u2019HUMANIT\u00c9, AUJOURD\u2019HUI MAJORDOME<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ici.radio-canada.ca\/nouvelle\/1007099\/triplex-intelligence-artificielle-hier-menace-humanite-aujourdhui-majordome?depuisRecherche=true\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ici.radio-canada.ca\/nouvelle\/1007099\/triplex-intelligence-artificielle-hier-menace-humanite-aujourdhui-majordome?depuisRecherche=true<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>LA R\u00c9VOLUTION DE L\u2019INTELLIGENCE ARTIFICIELLE<\/em><\/h3>\n<p><a class=\"slink\" href=\"http:\/\/ici.radio-canada.ca\/nouvelles\/special\/2017\/02\/intelligence-artificielle\/voir-vision-apprentissage-profond-reseau-neurone.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ici.radio-canada.ca\/nouvelles\/special\/2017\/02\/intelligence-artificielle\/voir-vision-apprentissage-profond-reseau-neurone.html<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>LE COURRIER DE L\u2019UNESCO : INTELLIGENCE ARTIFICIELLE \u2013 PROMESSES ET MENACES<\/em><\/h3>\n<p><a class=\"slink\" href=\"http:\/\/unesdoc.unesco.org\/images\/0026\/002652\/265211f.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/unesdoc.unesco.org\/images\/0026\/002652\/265211f.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>L\u2019INTELLIGENCE ARTIFICIELLE AU CANADA O\u00d9 EN SOMMES-NOUS?<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.ictc-ctic.ca\/wp-content\/uploads\/2015\/06\/AI-White-paper-final-French.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.ictc-ctic.ca\/wp-content\/uploads\/2015\/06\/AI-White-paper-final-French.pdf<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>L\u2019INTELLIGENCE ARTIFICIELLE (IA) POUR FAVORISER L\u2019ENTRAIDE \u00c0 L\u2019\u00c9COLE<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ecolebranchee.com\/intelligence-artificielle-ia-favoriser-entraide\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ecolebranchee.com\/intelligence-artificielle-ia-favoriser-entraide\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>L\u2019INTELLIGENCE ARTIFICIELLE SONNE-T-ELLE LE GLAS DE L\u2019\u00c9COLE TRADITIONNELLE?<\/em><\/h3>\n<p><a class=\"slink\" href=\"http:\/\/plus.lapresse.ca\/screens\/4b4edd84-25e7-4fd1-90a6-9edf399165c7__7C___0.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/plus.lapresse.ca\/screens\/4b4edd84-25e7-4fd1-90a6-9edf399165c7__7C___0.html<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>QUELLES POURRAIENT \u00caTRE LES LOIS DE LA ROBOTIQUE DU 21E SI\u00c8CLE?<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ici.radio-canada.ca\/nouvelle\/1009080\/triplex-ia-ai-lois-de-la-robotique-du-21e-siecle-intelligence-artificielle\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ici.radio-canada.ca\/nouvelle\/1009080\/triplex-ia-ai-lois-de-la-robotique-du-21e-siecle-intelligence-artificielle<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>RENCONTRE AVEC MADAME INTELLIGENCE ARTIFICIELLE<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/www.journaldemontreal.com\/2018\/05\/26\/rencontre-avec-madame-intelligence-artificielle\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.journaldemontreal.com\/2018\/05\/26\/rencontre-avec-madame-intelligence-artificielle<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>UTILISER PAC-MAN POUR D\u00c9CORTIQUER L\u2019INTELLIGENCE ARTIFICIELLE<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ici.radio-canada.ca\/nouvelle\/1119836\/pac-man-intelligence-artificielle-jeux-fonctionnement?depuisRecherche=true\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ici.radio-canada.ca\/nouvelle\/1119836\/pac-man-intelligence-artificielle-jeux-fonctionnement?depuisRecherche=true<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>5 R\u00d4LES POSSIBLES DE L\u2019INTELLIGENCE ARTIFICIELLE EN \u00c9DUCATION<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ecolebranchee.com\/5-roles-possibles-de-lintelligence-artificielle-en-education\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ecolebranchee.com\/5-roles-possibles-de-lintelligence-artificielle-en-education\/<\/a>[\/vc_column_text][vc_column_text]<\/p>\n<h3 class=\"res-h3\"><em>8 POINTS POUR COMPRENDRE L\u2019INTELLIGENCE ARTIFICIELLE<\/em><\/h3>\n<p><a class=\"slink\" href=\"https:\/\/ici.radio-canada.ca\/nouvelle\/1095326\/8-points-comprendre-intelligence-artificielle-matthieu-dugal\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ici.radio-canada.ca\/nouvelle\/1095326\/8-points-comprendre-intelligence-artificielle-matthieu-dugal<\/a>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row el_class=&#8221;fix-par&#8221;][vc_column][vc_column_text] 21ST\u00a0CENTURY EDUCATION [\/vc_column_text][vc_column_text] THE ECONOMIST INTELLIGENCE UNIT: FOSTERING EXPLORATION AND EXCELLENCE IN 21ST CENTURY SCHOOLS https:\/\/perspectives.eiu.com\/sites\/default\/files\/EIU_Google-Education.pdf[\/vc_column_text][vc_column_text]\u00ab The key insights from the research are:[\/vc_column_text][vc_column_text] A range of teaching strategies is needed to effectively deliver the types of learning needed to prepare students for the 21st century workplace. A large majority of educators surveyed (79%) [&#8230;]<\/p>\n<p><a class=\"btn btn-secondary understrap-read-more-link\" href=\"http:\/\/saeatlss.ca\/e21\/resources\/\">Read More&#8230;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/fat-heading.php","meta":[],"_links":{"self":[{"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/pages\/20"}],"collection":[{"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/comments?post=20"}],"version-history":[{"count":37,"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/pages\/20\/revisions"}],"predecessor-version":[{"id":772,"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/pages\/20\/revisions\/772"}],"wp:attachment":[{"href":"http:\/\/saeatlss.ca\/e21\/wp-json\/wp\/v2\/media?parent=20"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}