Part one of this series focused on the principle guiding the list of questions, and the one big question post-pandemic. This part illustrates 10 more questions that must be asked.
2. Metaphors in education and educational literacy: What metaphors can help us address various issues in education and what are the concepts in education that every actor should know about?
When formulating education policy, language is essential. The metaphors we use may shape how it is the public perceives the policy decisions being taken. Furthermore, certain key concepts must be universally known for everyone to be on the same page.
3. Literacy, numeracy or something else: What is foundational for all learners to be effective learners?
Ultimately, if it is about learning, then one should consider what foundational topics or skills students should develop their competency in, with the aim to be an effective learner. In this case, literacy and numeracy is considered to be a foundational skill. However, is there anything that is even more foundational than literacy and numeracy? Or are there foundational aspects to consider within literacy and numeracy?
4. Innovations in assessment: How do we innovate to ensure that learners are assessed authentically?
How can learners authentically assess themselves? In an ideal world, students should be assessed based on what they are taught. In reality, students are taught based on how they will be assessed.
Accordingly, some educators think that instead of trying to change teaching-learning techniques, changes in assessments will naturally encourage shifts in teaching-learning techniques.
Thus, innovation in assessments is required, which results in authentic assessments. What are innovations or innovative strategies in continuous assessment?
5. Blend of learning spaces: How can a blend of learning spaces be designed and effectively used by teachers and learners?
When it comes to educational spaces, the classroom in a school has traditionally been the main space, place and site for education.
However, learning happens everywhere and educational spaces can also be outside the classroom, outside the school, in communities, and at homes.
A blended educational approach, while usually seen as a blend of physical and virtual space, can also be a blend of the types of physical spaces in use, as well as the types of technologies that are in use (no-tech, low-tech, and high-tech).
6. Low-tech and no-tech: What are solutions for learners and teachers who do not have access to high-tech or high-bandwidth?
It is assumed that high-quality blended education will employ expensive devices, which require high-bandwidth.
However, what are solutions that are low-tech or no-tech, low-bandwidth or no-bandwidth, when it comes to a high quality blended education?
These solutions will enable personalized learning for all learners.
7. Understaffed and overburdened: What are the methods or technologies that can be employed in the interim to ensure quality teaching and learning continues, irrespective of staff shortage?
Several government schools are understaffed and teachers are overburdened.
Of course, hiring more staff could be one potential solution, but that also takes time.
What are methods or technologies that can be employed in the interim to ensure quality teaching and learning continues, irrespective of staff shortage?
8. Cascade teacher training vs communities of practice: How do you address teacher professional development (TPD) when large numbers of teachers need to undergo TPD in a short period of time?
For the sake of expediency, cascade teacher training models are chosen for most teacher professional development programs, even though there is awareness that there is systemic loss within this model.
An alternative to cascade training is to nurture local communities of practice, who also learn from wider communities of practice or other professionals.
What is the evidence for effective teacher professional development models?
9. Evidence generation to evidence uptake: How can evidence generation be useful for the sake of better evidence uptake when it comes to making effective decisions and investments in education?
It is said that evidence needs to be generated to make decisions and that policies should be based on evidence. However, the reality is that decisions need to be made quickly and by the time that evidence is generated and communicated, decisions are already made for the sake of expediency.
10. Jodi tor daak shune keu na aashe, tobe ekla cholo re: Is there value in putting effort to nurture trust and collaboration across actors in education or are silos actually effective?
Actors in the education systems, whether they are separate entities (companies, organizations, agencies, etc) across sectors, within sectors (government, development, corporate, etc), within organizations, and even with teams, may appear to act in silos when it comes to implementing digital literacy initiatives and one can argue, in other topics in education as well.
Is this silo-based approach actually useful or is there room for collective action? What does authentic trust and collaboration actually look like? What are good examples of authentic collaboration? Or should actors follow Tagore's mantra -- if no one shows up after hearing your call, proceed on your own!
11. The art of facilitation: How do we facilitate so that we can tap into the wisdom of participants in the room and also create the conditions for further trust and collaboration?
Many meetings, workshops, seminars, and conferences need to be conducted within the education ecosystem for various reasons -- to make decisions, to consult stakeholders, to brainstorm, etc.
However, due to poor facilitation and a lack of appropriate pedagogical application, many gatherings turn out to be a waste of time, unable to meet intended objectives at a high quality and does not necessarily tap into the wisdom of the room. Participants leave drained out rather than energized and inspired.
How do we address the quality of facilitation across multiple strata of the education ecosystem and will this make a difference?
How do we facilitate so that we can tap into the wisdom of participants in the room and also create the conditions for further trust and collaboration?
Shakil Ahmed is an educator, futurist, storyteller at Ridiculous Futures and Country lead at EdTech Hub. Mehdi Hassan is the e-learning Associate at a2i Programme of ICT Division. G M Rakibul Islam works as an Assistant Professor and Chairman at the Department of Educational Administration in Noakhali Science and Technology University. Hasibur Rahman Sohan is Director, Program, Teach for Bangladesh.
