教育学院国际联盟年会 - international network of...

11 月 19 日 -11 月 22 日中国北京

November 19th - 22nd, Beijing, China

Cultivating Core Competences in a Changing Technological Society

International Network of Educational Institutes (INEI) Annual Symposium

教育学院国际联盟年会

技术快速变革社会的人才核心素养培育


International Network of Educational Institutes (INEI)

Annual Symposium




International Network of Educational Institutes (INEI) Annual Symposium



主办单位 Organized by

北京师范大学 Beijing Normal University

教育国际学院联盟 International Network of Educational Institutes (INEI)

承办单位 Hosted by

北京师范大学教育学部 Faculty of Education, BNU

Introduction ...............................................................3Forum Agenda ......................................................... 7Keynote Speech Series .......................................... 11INEI Seed Funding Presentations ..................... 17Parallel Session .......................................................23List of INEI Delegations .......................................33Forum Guide ...........................................................37

CONTENTSIntroduction

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Introduction Introduction

21st century observes societal reforms that leap forward at fullest speed in human history. It also

witnesses technology revolutions that push back mankind boundaries on a daily basis. In this rapid

changing era, education itself is facing various grand challenges, one of which is raised by the question of

what kind of students we wish to prepare for the future, especially the core competences we are obligated

to cultivate in our students in response to the quick and convenient ways of grasping knowledge, thanks

to new technologies. During the INEI 2018 symposium at BNU, scholars from different countries will get

together and discuss what the core competences in a changing technological society are, and as educators,

in what ways we should cultivate them.

Introduction to International Network of Educational Institutes(INEI) Symposium

Beijing Normal University, a key university under the administration of the Ministry of Education,

is a renowned institution of higher education known for teacher education, education science and

basic learning in both arts and sciences. The university’s predecessor, the Normal College of the Imperial

University of Peking, was founded in 1902.

Beijing Normal University is acknowledged as one of the nation’s first ten key universities. The school

entered into the first “211 Project” Construction Program during the time of the Ninth Five-Year Plan.

Over the Tenth Five-Year Plan period, the university was listed on the nation’s “985 Project” Construction

program.

The main campus (North Taipingzhuang Campus) of Beijing Normal University covers 172.64 acres that

serve as an important place for the university to carry out educational activities. The school has 22,000

full-time students, including 8,900 undergraduates, 11,300 graduates and 1,800 long-term international

students. The campus has 1 education faculty, 22 schools and colleges, 2 departments and 36 research

institutes (centers). The library boasts over 4.1 million volumes and some 17,300 GB of digital resources,

with 1,400 GB e-books.

According to the 2012 assessment results (the 3rd time) for first-level disciplines issued by the Academic

Degree Center of the Ministry of Education, the 5 first-level disciplines – namely, Education, Psychology,

Chinese History, Geography and Ecology – ranked first. The 3 first-level disciplines, namely, Chinese

Language and Literature, Theatre, Film and Television and System Science – ranked second.

Beijing Normal University

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Introduction

The Faculty of Education (FOE) at Beijing Normal University is a renowned national leader in

advancing knowledge and learning through teaching practices, research projects and public

services in education and related fields. FOE came into being when BNU decided to elevate her subject

of education to a world-class discipline and recreate the landscape of education in China by merging all

the education schools and institutes into a single entity. Therefore, FOE was grounded on the exceptional

success of the specialty of education at BNU, which was the first in China to award master’s and doctoral

degrees in education, found post-doctoral scientific research mobile stations, and get the authority to

award doctoral degrees in education as a first-level discipline. The missions of FOE are to improve the

quality of educational innovation nationwide, to educate and prepare professional teachers and future

educators, to house the think tank in education, to offer opportunities for International educational

exchange and to facilitate the building of the educational and cultural industry in China.

FOE is a high-end hub for international academic exchange. Up to now, FOE has signed bilateral

or multilateral agreements with over 30 renowned universities worldwide. It has established the

International Network of Educational Institutes (INEI) along with other 8 top education schools in the

world as one of the organizers. Each year, FOE sponsors numerous high-level international conferences

and invites more than 200 distinguished scholars to lecture. Moreover, FOE is the first school at BNU to

offer international master’s programs (courses taught in English), which have attracted a large number of

international students and have served as a source of inspiration and global outlook for students.

Faculty of Education

Forum Agenda

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Forum Agenda Forum Agenda

2018 INEI Annual Symposium Program

Time Activity Venne07:30-08:30 Registration Yingdong Conference Hall

08:30-09:10 INEI Symposium Opening Ceremony Yingdong Conference Hall

09:10-09:20 Group Photo Yingdong Conference Hall

09:20-09:40 Tea Break Yingdong Conference Hall

09:40-10:40 Keynote Session-Michael A. Peters Yingdong Conference Hall

10:40-11:40 Keynote Session-Shengquan Yu Yingdong Conference Hall

12:00-13:30 Lunch Lanhui Restaurant

13:30-14:30 Keynote Session-Diana Laurillard Yingdong Conference Hall

14:30-15:00 Seed Funding Session-Margaret R. Hawkins Yingdong Conference Hall

15:00-16:00Visit Advanced Innovation Center for Future

EducationBNU Campus

16:00-17:00 Visit Smart Learning Institute BNU Campus

18:00-20:00 Reception Yingdong Building Room 129

Time Activity Venne13:30-17:30 Registration Yingdong Building Lobby

Monday November 19, 2018

Tuesday November 20, 2018

Time Activity Venne09:30-10:30 INEI business meeting Yingdong Building Room 352

10:30-10:45 Tea Break Yingdong Building Room 346

10:45-11:45 INEI business meeting Yingdong Building Room 352




14:30-15:30 Memorandum of Understanding Signing ceremony Yingdong Building Room 352

Time Activity Venne

08:30-10:00Opening ceremony for

Huiyan International College of Education Yingdong Conference Hall

10:00-10:10 Group Photo Yingdong Conference Hall

10:10-10:30 Tea BreakJingshi Lecture Hall

Second Conference Room

10:30-11:00 Seed Funding Session-Sarah WortonJingshi Lecture Hall

Second Conference Room

11:00-12:30 Parallel SessionsJingshi Lecture Hall

Second Conference Room & Third Conference Room





16:30-17:30 Memorial Event for Professor Geoff WhittyJingshi Lecture Hall

Third Conference Room

18:00-19:30 INEI Dean’s Dinner Jingshi Hotel

2018 INEI Annual Symposium Program

Thursday November 22, 2018

Wednesday November 21, 2018

Keynote Speech Series

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Keynote Speech Series Keynote Speech Series

Michael A. Peters is Distinguished Professor of Education at Beijing

Normal University Faculty of Education PRC, and Emeritus Professor

in Educational Policy, Organization, and Leadership at the University

of Illinois at Urbana–Champaign. He is the executive editor of the

journal, Educational Philosophy and Theory, and founding editor of five

international journals, Policy Futures in Education, E-Learning and Digital

Media (SAGE), and Knowledge Cultures (Addleton), The Video Journal of

Education and Pedagogy (Springer), Open Review of Education Research

(T&F). His interests are in philosophy, education and social policy and

he has written over eighty books, including most recently: Wittgenstein

and Education: Pedagogical Investigations, (2017) with Jeff Stickney, The Global Financial Crisis and the

Restructuring of Education (2015), Paulo Freire: The Global Legacy (2015) both with Tina Besley, Education

Philosophy and Politics: Selected Works (2011); Education, Cognitive Capitalism and Digital Labour (2011),

with Ergin Bulut; and Neoliberalism and After? Education, Social Policy and the Crisis of Capitalism (2011). He

has acted as an advisor to governments and UNESCO on these and related matters in the USA, Scotland, NZ,

South Africa and the EU. He was made an Honorary Fellow of the Royal Society of NZ in 2010 and awarded

honorary doctorates by State University of New York (SUNY) in 2012 and University of Aalborg in 2015.

Michael A. Peters

The Challenges of Technological Unemployment and the Future of Digital

Society

Abstract‘Technological unemployment’ is a term popularized by John Maynard Keynes (1930) who in The Economics

Possibilities of our Grandchildren suggested it was ‘only a temporary phase of maladjustment.’ While the

process of job loss through technological change has always been a part of human history from the beginning

of society a number of recent studies have indicated that an intensification of automation has occurred at

the beginning of the 21st century (Peters, 2017). It is feared that new forms of robotisation, AI, deep learning

and the adoption of ‘intelligent systems’ will create permanent social disruption through massive job losses

(Brynjolfsson & McAfee, 2011; Frey & Osborne, 2017). The impact of innovation with convergent technologies

– ‘nano-bio-info-cogno’ (EU’s ‘convergent technologies for the knowledge society’) - signal the emergence

of intelligent devices that emulate cognitive processes in Sensing, Perceiving, Memorizing, Controlling,

Acting and Learning. These new clusters also represent a new generation of intelligent systems that have the

synergetic capacity to effect large-scale change quickly. Among the proposed solution of imposing limitations

on innovation, shorter working hours, public and community works, education often has been part of the

solution. Critics argues even a major digital skills revolution with emphasis on STEM, platform education and

technological augmentation (machine-human), education can do little on its own in isolation from other sectors

of society. Famously, Heidegger (1977) suggests that we must examine technological ‘enframing’ (gestell).

Others following Heidegger understand that the digital is now an inescapable horizon - a way of living and

a mode of life (Stiegler, 2015; Peters & Besley 2018). Stiegler calls for a decoupling of the concept of ‘labour’

(meaningful, intellectual participation) from ‘employment’ (dehumanizing, banal work), with the ultimate

aim of eradicating ‘employment’ altogether. Core competencies are thus as much to do with ‘being’, ‘living’ and

‘communication’ as well as ‘working’, in an increasingly interconnected digital world. In a more pragmatic vein

core competencies in digital industries now revolve around new specialism of cyber security (risk management),

mobile technologies (BYOD; IT Architecture & User Experience Designers), Green IT (Sustainability), Cloud

Computing (on-demand), Data Analytics, Virtualisation (UKCES, 2013) and demonstrate the need for a digital

skills strategy (ITU, 2018). In this presentation, I will discuss ‘The Digital Competence Framework’ includes the

competencies: 1. Information and data literacy; 2. Communication and collaboration: interacting through digital

technologies; 3. Digital content creation; 4. Safety; 5. Problem Solving, within the broader 21st Century Skills

comprised of Foundational Literacies, Competencies, and Character Qualities. The future may require platform

for digital education and technical development as a public-private, cross-sectoral and demand-driven approach

to building advanced digital skills within a framework of lifelong learning.

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Keynote Speech Series Keynote Speech Series

Shengquan Yu is a Professor in the School of Educational Technology at

Faculty of Education, Beijing Normal University, China. He is Director

of the Joint Laboratory for Mobile Learning funded by the Ministry of

Education and China Mobile Communication Corporation, as well as

the Executive Director of Beijing Advanced Innovation Center for Future

Education. Dr. Yu received his doctor degree in science from Beijing Normal

University in 2000. His research interests include design and sharing of

Ubiquitous Learning resources, integrating Information Technology into

curriculum, design and application of E-learning platforms, theory and

practice of regional E-learning, Big Data in Education, etc. Dr. Yu was

funded by the National Program for New Century Excellent Talents in 2008. He is a fellow of China E-learning

Standard Committee, consulting expert of 12th Five-Year Informationization Plan of Chinese Academy of

Science, research fellow of China Educational Policy Research Institute, and expert committee member of Ten

Year National Educational Technology Plan. He is also an expert committee member of Distance Education

Journal, Information Technology in Elementary and Secondary Education, and Information Technology in

Education. Dr. Yu has published more than 180 papers in academic journals and conferences and 20 books, some

of which have played significant roles in the area of Educational Technology in China. Dr. Yu has led more than

50 research projects, and owns numerous patents in his field.

Shengquan Yu

The Future Roles of AI Teacher

AbstractIn recent years, with the leaps and bounds of microelectronics and the Internet, the computing and storage

capabilities have dramatically promoted the fast growth of artificial intelligence (AI). The breakthroughs and

widespread applications of big data have driven the substantial progress of AI. Thus, the application of AI

in education has become a hot topic for discussion. This presentaion introduces the three schools of AI and

their typical cases, discusses the attitude of mankind to deal with AI, and specifically describes the possible

twelve roles that AI teachers will assume in the future. The roles are as follows: a teaching assistant who can

automatically set question and correct homework; analyst who can automatically diagnose learning disabilities

and provide feedback; coach who can improve the quality of students’ problem solving ability; counselor who

can evaluate students’ mental health and provide intervention measures; health physician who can monitor

and improve students’ physical health; head teacher who can provide feedback on the report of students’

comprehensive quality evaluation; smart advisor who can offer personalized teaching service; smart tutor who

can solve individual student’s problems; career planner who can promote students’ growth; partner who can

help each other during precision teaching research; intelligent agent which is able to automatically generate and

gather personalized learning content; assistant who can help make education decisions driven by data. In this

sense, AI teachers will take a critical part in future schools, and future education will be an era in which human

teachers and AI teachers co-exist.

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Keynote Speech Series

Diana Laurillard is a Professor of Learning with Digital Technologies, UCL

Knowledge Lab, Institute of Education. She was Pro-Vice Chancellor for

learning technologies and teaching at the Open University from 1995 to

2002 and was head of the e-Learning Strategy Unit at the government

Department for Education and Skills in 2002. She is developing the Learning

Designer and Course Resources Appraisal Modeller tools for teachers and

running a series of professional development MOOCs on Blended Learning

Essentials for teachers in Vocational Education via FutureLearn.Diana Laurillard

How will teachers cultivate the core competences for a digital world?

AbstractThe challenges faced by teachers in the digital world are as daunting as any professional field. This presentation

will demonstrate that the most difficult tasks fall on teachers because they work in a social, employment,

and technological environment where digital change occurs faster than policy making. Fortunately, although

technology may challenge us, it also supports us. Large-scale digital learning and personal development methods

provide us with tools to use all the teachers' experience, know-how and results. They do not have to work in

isolation. They do not have to wait to change their practices until we can set clear policy requirements. We all

live in a digital world where we can learn together. INEI Seed Funding Presentations

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INEI Seed Funding Presentations INEI Seed Funding Presentations

Qiang Liu is Associate Professor of International and Comparative

Education and Assistant Dean for International Exchanges in the Faculty

of Education, Beijing Normal University, China. He is a key member of

APEC Higher Education Research Center approved bythe Ministry of

Education, China and APEC Secretariat. His research interests focus

on internationalization of higher education, crossborder education, and

educational finance. He has led many government-funded research projects

on these topics. His 2013 book Private Schools for Low-Income Families

in Rural Gansu Province, China was published by Stockholm University

Press.

Margaret R. Hawkins

Qiang Liu

Global StoryBridges: Transnational Transmodal Communications,

Connections and Learning for Youth

AbstractRapid global flows of people, resources and knowledge in the 21st century call for new understandings of

communications, interactions and relations. Current educational theories and models in language and literacy

studies promote a view of learning as occurring through mediated interactions in local, situated practices. This

is an important progression from previous theories and models of language and literacy education that were

largely divorced from context-bound meaning making, emphasized abstract proficiency standards, and assumed

universal and equal access to learning resources. We propose a project to challenge the binary between the

‘global’ and the ‘local’ and existing understandings of mobility, as we re-examine ontologies of ‘place’ and their

relevance to learning.

Digital and mobile technologies, and especially the availability of new media, offer new affordances for

transglobal communications, and enable us to develop innovative approaches to language and literacy education

for learners in under-resourced communities based on new conceptualizations of ‘mobiity’, the ‘local’ and the

role of ‘place’. In this session we introduce Global StoryBridges (GSB), a project that links youth from under-

resourced communities around the globe, enabling them to share their lives and communities via the project

website. There are currently sites in 8 countries (In Asia, Africa, Europe and Central and North America). In

each site youth collaboratively create digital stories of their lives and communities, then upload them to the

project website. Youth in other sites watch, engage in facilitated discussion, then post comments and questions

to the makers via a chat space on the website. A discussion among sites ensues. Through dialog and reflection,

youth gain awareness and understanding of global others and of themselves as global citizens, while honing

language, literacy and technology skills. In this way, GSB fosters critical cosmopolitan education for English-

learning youth.

A new collaboration between BNU, UCL & UW between researchers with complementary expertise will

result in opening 2 new project sites in (im)migrant communities in Beijing and London. The three university-

based partners will engage together in empirical analysis and theory building, refining conceptualizations of

transnational transmodal languaging and learning, and exploring implications for education in a mobile, digital

world.

Margaret R. Hawkins is a Professor in the Department of Curriculum

andInstruction and the Ph.D. program in Second Language Acquisition

atthe University of Wisconsin-Madison. Her work, centered on

language,mobility and education, focuses on languages, literacies and

learningin classroom, home, and community-based settings in local and

globalcontexts. Her research examines: classroom ecologies; families and

schools;language teacher education; globalization, mobility and education;

andtransnational digital partnerships for youth. As a community-

engagedscholar she has worked with schools, community organizations

andinstitutions of higher education- in North America, Central and

SouthAmerica, Asia, Africa and Europe- in a variety of capacities. She was

named 2017 Global Citizen of the Year bythe Dane County chapter of the United Nations Association, and

has co-edited a special issue of the journalApplied Linguistics with Junko Mori entitled Considering ‘Trans-‘

Perspectives in Language Theories andPractices (2018).

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INEI Seed Funding Presentations INEI Seed Funding Presentations

Sarah Worton is the Subject Leader for the Social Science PGCE at UCL

Institute of Education and the Co-PI on a large international consultancy

project to support the development of a teacher training academy in Jordan.

Her background is in teaching Social Sciences in High School before moving

to Higher Education in 2012. Her research interests are in education policy

and she is currently working on her PhD which is investigating the impact

of current policy in ITE on schools and universities in England and Wales.

She has designed and delivered a comprehensive induction programme for

new teacher educators at UCL Institute of Education and in Jordan and is

interested in understanding how those new to the profession are supported

in developing a new professional identity.

Sarah Worton

Developing quality university-based teacher educators

AbstractThe quality of a teacher education programme is largely driven by the knowledge, skills and vision of the teacher

educators (TEs) working on those programmes. Becoming a TE usually involves a transition or career change,

which presents particular challenges for new TEs as they enter the profession. Often having had a first career

in teaching, a ‘first-order practice’, they must adjust to the ‘second-order practice’ of teaching about teaching.

This requires support via induction and ongoing professional development, which is not yet well embedded

across the profession. The purpose of this research is to investigate the professional development needs of TEs

by exploring the extent to which the TE role is understood and enacted consistently across research-intensive

university settings internationally. We argue that context is important and as such a generic programme of

professional learning cannot be developed for use ‘off the shelf’ but must take account of variation at the level of

the individual and the institution, as well as themes which cut across all those within the profession.

This paper will explore the initial findings from research conducted at UCL IOE which consisted of two focus

groups, one with new TEs and one with experienced TEs in leadership roles within ITE. The purpose was to

understand how each group conceptualised the TE role and professional learning requirements in terms of

the knowledge, skills and practices of ITE in the UCL setting. This was a precursor to developing institution-

specific induction for new TEs which would meet the needs of both groups. While findings indicated

consistency of understanding within each group, they highlighted conceptual differences between the groups

in two key areas: the role and responsibilities of TEs, and implications of the university context as the setting

for ITE. The INEI funding will be used to extend this work to encompass data from OISE and NIE, in order to

investigate the extent to which findings in one university are reproduced across contexts. The aim of this project

is to advance understanding of how best to support the professional learning needs of new TEs working in ITE

in research-intensive universities

Parallel Session

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Parallel Session Parallel Session

Li-Ching Ho is an Associate Professor of Social Studies Education at

the University of Wisconsin-Madison. Her research focuses on three

interrelated lines of inquiry: differentiated access to citizenship education,

global issues of diversity in civic education, and environmental citizenship.

She has published numerous articles in journals such as the Journal of

Curriculum Studies, Teachers College Record, Theory and Research in

Social Education, and Teaching and Teacher Education. Li-Ching was the

recipient of the 2016 Vilas Faculty Early Career Investigator Award and

the 2013 CUFA Early Career Research Award. She currently serves on the

editorial boards of two journals, Theory and Research in Social Education

and The Social Studies. She is also a founding member and current President of the Singapore Association for

Social Studies Education.

Time: November 21st, 11:00-12:30Venue: Jingshi Lecture Hall No.3 Conference RoomChair: Ke Lin

Time: November 21st, 11:00-12:30Venue: Jingshi Lecture Hall No.2 Conference RoomChair: Qiang Liu

Time Speaker Title

11:00-11:30 Li-Ching HoA Comparative Analysis of Global Citizenship Education in East and Southeast Asia

11:30-12:00 Pádraig Ó Duibhir Curriculum Change Informed by Core Skills and Competences

12:00-12:30 Dennis KwekPreparing Education for the Future: Building Epistemic Bridges to Tackle Educational Grand Challenges in Singapore

Time Speaker Title

11:00-11:30Boulus Rida Anwar

SaidThe First Educational Fruit of the Arab Spring: Exploiting Human Capabilities for a 21st Century Egypt.

11:30-12:00 Jian LiConceptualizing and Contextualizing Global Competency at Global Technological Society: Evidence from China

Li-Ching Ho

A comparative analysis of global citizenship education in East and Southeast

Asia

AbstractThe definition, framing, and implementation of global citizenship education varies significantly across different

national contexts in large part because of the considerable diversity in how nation-states experience and

respond to the forces of globalization. While some nation-states react in ways that seem to emphasize the

convergent effects of the economic, political, and cultural impact of globalization, others have adopted a more

selective and exceptional approach. These disparate national responses to globalization greatly influence how

the discourses of global citizenship are articulated by the state and this in turn affects the nature and structure

of the global citizenship education curriculum. In this paper I examine several case studies that represent a

range of historical, political, economic, and social contexts found in East and Southeast Asia and highlight

some of the significant exogenous and endogenous conditions that help shape these countries’ responses to

globalization. Research studies indicate that global economic pressures have resulted in the governments

utilizing the discourse of globalization to serve nationalistic economic goals and to define an exclusive national

identity. The review of literature also shows how the state plays a central role in the inclusion and framing of

particular strong discourses of global citizenship in school curricula.

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Pádraig Ó Duibhir is Director of International Relations and Deputy Dean of

the Dublin City University (DCU) Institute of Education.

As a teacher educator and a former primary school principal he brings a

wealth of practical knowledge and academic experience to these roles.

His major research interests lie in second language acquisition and

pedagogy, and he has published widely on teaching languages to young

language learners. He is joint editor of the Journal of Immersion and

Content-Based Language Education. His recently published monograph,

Immersion Education: Lessons from a Minority Language Context, explored

language attainment in young learners in a language immersion programme.

A focus of this work was the pedagogical and societal issues that impede or enhance learner fluency outcomes.

Pádraig is a council member of the National Council for Curriculum and Assessment.

His work in curriculum development over many decades has been instrumental in shaping language curricula in

Ireland.

Curriculum Change Informed by Core Skills and Competences

AbstractSocieties worldwide face unprecedented change due to significant digital and technological advances in recent

decades. The jobs and careers that many of our school entrants will engage in at the end of their schooling do

not currently exist. Equipping learners with skills that are appropriate to today’s society will not serve them

adequately into the future. While basic literacy, numeracy and digital skills will likely be required for the

foreseeable future, the present cohort of school learners need core competences that will sustain them and allow

them to flourish throughout their lifetime. Already, many education systems have identified critical thinking,

problem solving, entrepreneurship, play and creativity as key competences that will help learners rise to the

challenges they will face throughout the lifespan. Identifying these skills is only a first step, however. Further

questions arise as to how to most effectively teach these core skills and competences. Classroom environments

Pádraig Ó Duibhir

have traditionally favoured the transmission of knowledge where assessment processes test recall, memory and

application, rather than synthesis, critical thinking and analysis.

This presentation will describe how the Irish education system faced the challenge of reforming its curricula

to encompass key skills and competences to enable learners to achieve their full potential in the future and

to contribute to Ireland’s economic, social and cultural development. In addition to traditional skills such as

numeracy and literacy, new skills such as; ‘managing myself’, ‘staying well’, ‘communicating’, ‘being creative’,

‘working with others’, and ‘managing information and thinking’ were identified as necessary for successful

learning not just in terms of curriculum but in terms of self directed learning throughout the lifespan.

Fundamental curriculum change requires leadership and vision. Skilled teachers whose practice is guided

by robust research will become confident and creative educators. The state of the art in relation to the core

competences required by teachers themselves will also be explored.

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Dennis Kwek is Associate Dean (Strategic Engagement), Office of

Education Research with over 20 years of research experience in UK and

Singapore, including 13 years in educational research (Centre for Research

in Pedagogy and Practice, Singapore). He is Senior Research Scientist and

Head of the CORE Research Office at the Centre for Research in Pedagogy

and Practice, National Institute of Education, Singapore. He has significant

research experience with the CORE Research Programme which is a large-

scale baseline suite of studies into Singaporean classroom pedagogies,

as well as classroom observations, pedagogical research, curriculum

innovation, whole school reform. His research interests include system

studies in education, classroom pedagogy, sociology of education, teacher professional development, whole

school reforms, systemic change and comparative education. His methodological expertise includes mixed

methods research, interactional analysis and classroom discourse analysis.

Preparing Education for the Future: Building Epistemic Bridges to Tackle

Educational Grand Challenges in Singapore

AbstractThe 21st century is at the cusp of the 4th Industrial Revolution, where the divides between the biological and

technological, school and society, nation and world, are becoming increasingly porous at an accelerated rate. In

the wake of such fluidities, the aims of education and schooling have become challenged in ways unprecedented

in history. National and economic imperatives for education are insufficient if modern societies are to prepare

schools, teachers and students to be future-ready, and demands for new skills, knowledges and flexible

competencies for globalised economies and cosmopolitan cultures will entail system-wide educational reforms

that require multiple stakeholder involvement. At the same time, societies have to contend with increased social

inequalities and challenges to social mobility as nations become more affluent and economically global. The

grand challenges of education and education research – creating future-ready teachers and students, cementing

national, yet cosmopolitan, identities, ensuring social justice and disrupting inequality through education -

Dennis Kwek

requires a radical rethinking of education, and importantly, the role of education research in providing rigorous

and relevant solutions or answers to these grand challenges.

This paper will first map out emerging educational trends, convergences and divergences in Asia in general and

Singapore in particular. These trends set the stage for considerations of the aims of education and schooling

and what is required for education and schooling to shift to preparing for the future. We describe an arguably

unique approach in Singapore’s National Institute of Education (NIE) to critically understand and tackle some

of the grand challenges that are facing Singapore schools and economy. This approach disrupts the traditional

divides between the research-oriented and practice-oriented missions of university-based education institutions

to a model that emphasises the interconnectivity of education research, practice and policy rather than the gap

between them. We propose that in the context of Singapore, creating and sustaining ‘epistemic bridges’ between

research, practice and policy is crucial to understand, tackle and address some of these grand challenges we

face. Such bridges also seek to create and sustain new forms of relationships and connections between the

key stakeholders in education – policy-makers, educators, researchers, teachers, students, parents, industries,

communities – that can result in productive, rigorous and relevant developments in improving educational

outcomes, including the cultivation of future-ready competencies for our learners. Drawing theoretically from

research into boundary objects (Akkerman & Bakker, 2011; Star & Greisemer, 1989) and triple helix innovative

systems (Etzkowitz, 2008), a case study of a long-standing educational research programme in NIE is used to

exemplify how such epistemic bridges are necessary to create new ways to transform teaching and learning for

the future.

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Jian Li is an Assistant Professor at the China Institute of Education and

Social Development, Faculty of Education at Beijing Normal University.

She received her Ph.D. degree from Indiana University Bloomington, USA.

Dr. Li’s general area of scholarship is the assessment of global competency

and global learning within higher education institutions, an area in which

she has pursued four themes: higher education policy and management;

undergraduate students’ global learning performance assessment; faculty

global perspective within higher education; and global learning and

development as a framework for institutional research. Dr. Li has published

over 20 articles, monograph and book chapters, and delivered over 30

workshops and seminars and more than 10 keynote, peer-reviewed and invited presentations throughout the U.S.

and in Europe, Africa, and Asia.

Boulus Rida Anwar Said is currently in his second year of the Ph.D. program

in Comparative Education at Beijing Normal University. After completing

his bachelor in Architecture Engineering and working in the field for 2

years, he shifted his career to Education during his MBA program, where

he wrote on teacher recruitment and development through HR programs.

Considering the designing and building of human capabilities more worthy

than building temporally blocks, it has been his motive and inspiration

throughout the career shift. His current research focus is on development of

intellectual and cognitive critical thinking skills through generic and non-

generic curriculums.

The First Educational Fruit of the Arab Spriog:

Exploiting Human Capabilities for a 21st Century Egypt.

AbstractReformations that come after major events hold paradoxical thoughts and attitude between high hopes for

a better future, and fear from the unknown ‘failures’. After most of the region has been through the Arab

Spring, Egypt is undertaking major reformations in economical, political and educational aspects. This year,

the Ministry of Education has announced 20 New Reforms to the Egyptian Education system with a radical

transition of new educational philosophy, under the title "Building The Egyptian Human." This paper studies

how the new reformations try to cultivate new core competences using up-to-date technologies and pedagogies

from around the world. It also explores the fears and challenges from teachers and parents in accepting and

adapting to the new policies, and how is the ministry of education supporting this transformation.

Boulus Rida Anwar Said

Jian Li

Conceptualizing and Contextualizing Global Competency at Global

Technological Society: Evidence from China

AbstractCultivating students’ global competency plays a significant role for advancing Chinese contemporary higher

education, but there is a limited research into how conceptualize and measure global competency for Chinese

undergraduate students. This study proposes a framework for developing and validating global competency

of Chinese undergraduate students. Based on this framework, the interview and the survey are conducted

to empirically assess construct validity. Authors utilize a variety of techniques to examine the content and

construct validity of the scale applying a sample of 126 1undergradute students across two institutions. Findings

indicated that the scale exhibits a high level of content and construct validity and could be a useful tool for

measuring Chinese undergraduate students’ global competency. Implications for future research and practice

are discussed.

List of INEI Delegations

06

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List of INEI Delegations List of INEI Delegations

Name Institute

Xudong ZHU Dean, Faculty of Education, Beijing Normal University

Jiayong LI Vice Dean, Faculty of Education, Beijing Normal University

Jim Watterston Dean, Melbourne Graduate School of Education, University of Melbourne

Larissa McLean DaviesAssociate Dean Learning and Teaching, Melbourne Graduate School of Education, University of Melbourne

Glen A. Jones Dean, Ontario Institute of Studies in Education, University of Toronto

Christine Goh Director, National Institute of Education, Nanyang Technological University

Chew-Hung ChangChief Planning Officer, National Institute of Education, Nanyang Technological University

Dennis KwekAssociate Dean Strategic Engagement, National Institute of Education, Nanyang Technological University

Ursula Hoadley Associate Professor, School of Education, University of Cape Town

Byeong-gon Min Associate Dean, College of Education, Seoul National University

Name Institute

Yongho Lee Associate Dean for student Affairs, Seoul National University

Becky Francis Director, UCL Institute of Education

Clare Brooks Head of Initial Teacher Education, UCL Institute of Education

John O’Regan Vice-Dean International, UCL Institute of Education

Li-Ching Ho Assistant Professor, School of Education, University of Wisconsin-Madison

Margaret Hawkins Professor, School of Education, University of Wisconsin-Madison

Pádraig Ó DuibhirDeputy Dean and Director of Internationalisation, Dublin City University Institute of Education

Yasushi Maruyama Vice President, Hiroshima University

Masataka Koyama Dean, Graduate School of Education, Hiroshima University

Forum Guide

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38 39

Forum Guide Forum Guide

132

4

5

1. Yingdong Building

2. Yingdong Conference Hall

3. Lanhui Canteenm

4. Jingshi Lecture Hall

5. Jingshi Hotel

Arrangement of Venues for the Forum

General Information

Agenda VenueINEI Symposium Opening Ceremony

Yingdong Conference HallKeynote Session

Seed Funding Section Yingdong Conference Hall & Jingshi Lecture Hall

Opening Ceremony for Huiyan International College of Education

Yingdong Conference Hall

Parallel Sessions Jingshi Lecture Hall

INEI business meeting Yingdong Building Room 352

Memorial Event for Professor Geoff Whitty Jingshi Lecture Hall-3rd Conference Room

Memorandum of Understanding Signing ceremony Yingdong Building Room 352

Items Information

WeatherIt is late autumn in mid-November in Beijing. Generally, it is chilly and occasionally windy. The average temperature is from 0℃-10℃. Nights in November can be cold. You are suggested to wear warmly when going out at night.

Name BadgeFor identification purpose, badges are expected to be worm at all times during the conference. The badges are color-coded as follow: Participant-RED, Staff and Volunteer-BLUE, Audience-GREEN

DiningFrom through, breakfast is available in the hotel, lunch and supper are available in Lanhui Canteen, Room 129 at Yingdong Building, and Jingshi Hotel.

Emergency Contacts

Police 110

Ambulance 120

Ms. Hejia Wang +86 13811318287

rAirport & FlightIt is advised that you reach the airport 3 hours in advance for international flight and 2 hours in advance for domestic flights. Please plan about 1-hour-drive time from your hotel to the airport.

10 minutes walking

distance from Holiday

Inn Beijing Deshengmen

Map of Beijing Normal University

40

Forum Guide

Hotel Information

Jingshi HotelAddress No. 19 Xinjiekouwai Street, Haidian District, Beijing 100875

Telephone 86-10-58802288

Telephone Directory from Hotel Room

Country code of China: 86 Regional code of Beijing:010 Local Calls: dial the prefix “0” Domestic Long Distance Calls: dial the prefix “00”(needed to be opened at the front desk) International calls: dial the prefix “000” (needed to be opened at the front desk)

Internet Service Free computer data port and free WiFi is provided in each room

Check-out informationCheck-out time is 12:00 pm. (Check out before 6:00 pm: pay an additional fee of half of the room rate)

Deshengmen Holiday InnAddress No.71 Deshengmenwai Street, Xicheng District, Beijing 100088

Telephone 86-10-82065555

Telephone Directory from Hotel Room

Country code of China: 86 Regional code of Beijing:010 Local Calls: dial the prefix “9” Domestic Long Distance Calls: dial the prefix “90” International calls: dial the prefix “90”

Internet Service Standard Internet service is free for all guests

Check-out information Check-out time is 12:00 pm. (Late check-out is available)

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