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The global crisis in education needs a “dramatic shift” to shape a more peaceful, sustainable and just world, the UN Secretary-General said on Thursday.

António Guterres was taking part in a  Special Event on Transforming Education – part of the on-going High Level Political Forum ( HLPF ) and looking ahead of the upcoming  Summit of the Future in September.

The event was a call to action, with the UN chief calling on all countries to make a concerted effort to establish genuine learning environments that will provide learning opportunities from childhood to adult stages.

“ Given the stakes, the world cannot afford to short-change education ,” Mr. Guterres said . “But by nearly every measure, that is exactly what we are doing.”

Global challenges

The UN chief said that around 84 million children are set to remain out of school by 2030 - unless action is taken to transform education worldwide.

That means that Sustainable Development Goal 4 (SDG4) which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” is unlikely to be reached.

Currently, only a sixth of countries are on courses to achieve the SDG4 target of universal access to quality education.

Mr. Guterres also noted that completion rates at a secondary level are rising far too slowly, learners are not equipped with the skills they need to succeed in a changing world, and early childhood and adult learning are often seen as optional.

“It’s truly shocking that some 70 per cent of children in sub-Saharan Africa are unable to read a basic text by age 10,” he said.

Financial roadblocks

The Secretary-General said that financing to provide quality education is also insufficient to meet the challenge.

In 2023, the UN Education, Scientific and Cultural Organization ( UNESCO ) estimated that developing nations would need to invest $100 billion annually to achieve SDG4 . This amount increases by about 50 per cent when costs for the digital transformation of education are considered.

Further, Mr. Guterres said that four of every 10 people globally live in nations where governments spend more on debt servicing than on education or health.

He said that over 140 countries committed to turning this crisis around at the Transforming Education Summit in 2022.

But “progress is far too slow and uneven. Something has to change. ”

Poverty and gender

President of the General Assembly, Dennis Francis, echoed the Secretary-General’s statements on the need for transformation.

He recalled recent visits to South Sudan where he said he learned about the “dire poverty of education evident from the fact that at least 70 per cent of eligible children are out of school.”

He also noted that the denial of a girl’s right to education in Afghanistan and the inability to access education in Ukraine and Gaza due to constant attacks are clear indicators of an intractable crisis.

“Beyond access, we must ensure quality education for all fostering inclusive, equitable and lifelong learning opportunities that empower every individual to thrive in a rapidly changing world,” Mr Francis said. “We must combine our political will, with clear targeted actions to decisively address these urgent needs.”

‘Let’s start walking the talk’

Secretary-General Guterres has a four-point plan at the special event on education to end the global education crisis and build momentum towards achieving SDG4 by 2030.

This includes closing the financing and access gap nationwide, supporting teachers on the frontlines of education and and revolutionising education systems, the UN Deputy Secretary-General Amina Mohammed said.

“Education has got to be in the mix to shape that,” Ms. Mohammed said.

“ The message today is clear: Education is intrinsic to the achievement of our common goals in sustainable development, peace and human rights ,” she concluded, adding that education speaks to the very fabric of our societies and it has an essential contribution to make.

Mr. Guterres said, “ Education is the single-most important investment any country can make . In its people. And in its future,” in his closing remarks.

“So, let’s start walking the talk. Let’s come together to end the global crisis in education.”

• Secretary-General António Guterres

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U.S. students are starting to catch up in school — unless they're from a poor area

Mary Louise Kelly

Lauren Hodges

Justine Kenin

New reports show a big academic recovery after schools reopened. But not for all students. Stanford professor Sean Reardon tells NPR's Mary Louise Kelly how the pandemic worsened education inequality.

Copyright © 2024 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record.

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• Second International Decade of the World’s Indigenous People (2005-2014)
• Secrets of complexity
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• Seven writers in a world of wonders
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• Should we be afraid of neuroscience?
• Sida Africa STI project
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• Sound archives
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• Southern Africa at grips with racism
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• Special education teachers
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• Spirit of Mosul
• Sports: winning at any cost?
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• The 20s: Really the best age to be?
• The Artistic genius of Latin America
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• The Awakening of African cinema
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• The Cultural heritage: return to the homeland
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• The Knowledge economy: when ideas are capital
• The Last prince of poets: Goethe
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• The Ocean's secrets; new adventures in science
• The ocean: Time to turn the tide
• The Origins of writing
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• The State of the world heritage
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• UNESCO-Al Fozan International Prize for the Promotion of Young Scientists in STEM
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• UNESCO-Japan Prize on education for sustainable development
• UNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and Non-Violence
• UNESCO-Russia Mendeleev International Prize in the Basic Sciences
• UNESCO-Sharjah Prize for Arab Culture
• UNESCO-UNAM / Jaime Torres Bodet Prize in social sciences, humanities and arts
• UNESCO/Emir Jaber al-Ahmad al-Jaber al-Sabah Prize for Digital Empowerment of Persons with Disabilities
• UNESCO/Guillermo Cano World Press Freedom Prize
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• United Nations Decade of Education for Sustainable Development (2005-2014)
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• Learning and Education2030+ Networking Group Secretariat
• Léon Pressouyre
• Libing Wang
• Luc Jacquet
• Lucy Mushita
• Lydia Cacho Ribeiro
• Mahmoud Hussein
• Malek Bensmaïl
• Manuel Pereira
• Mariana Álvarez Calvo
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• Michal Meyer
• Michel Serres
• Mircea Eliade
• Mireille Delmas-Marty
• Mónica González Mujica
• Montakarn Suvanatap Kittipaisalsilp 
• Montira Horayangura Unakul
• Motoko Ishii
• Nahid Afrose Kabir
• Nantawan Hinds
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• Nathalie Rothschild
• Nicolai Pushkov
• Nisit Intamano
• Oscar Neemeyer
• Ouided Bouchamaoui
• Paolo Galluzzi
• Papol Dhutikraikriang
• Pascall Taruvinga
• Phinith Chanthalangsy
• Pierre Lantos
• Poul Duedahl
• Ramon Guillermo R. Tuazon
• Robert Badinter
• Robert Darton
• Roberto Fernandez Retamar
• Roberto Markarian
• Roldán Rojas Paredes
• Rolf-Dieter Heuer
• Rosental Calmon Alves
• Salvatore D’Onofrio
• Santibhap Ussavasodhi
• Sarah Willcox
• Sasi-On Kam-on
• Shaikh Mohammad Razaullah Ansari
• Soohyun Kim
• Souleymane Bachir Diagne
• Sowirin Chuanprapun
• Stéphane Hessel
• Sylviane A. Diouf
• Sylvie Nerson Rousseau
• Tahar Ben Jelloun
• Tanella Boni
• Tawakkol Karman
• Tianchong Wang
• Tshilidzi Marwala
• Virginie Jourdan
• Wai Shan Ma
• Warumporn Samranchit
• Wesley Teter
• Wystan Hugh Auden
• Yee Chin Chui
• YuJeong Hwang
• Yunkang Liu
• Yves Bergeret
• Zeinab Badawi
• Zhiwei Zhang
• SDG 1 - End poverty in all its forms everywhere
• SDG 2 - End hunger, achieve food security and improved nutrition and promote sustainable agriculture
• SDG 3 - Ensure healthy lives and promote well-being for all at all ages
• SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• SDG 5 - Achieve gender equality and empower all women and girls
• SDG 6 - Ensure availability and sustainable management of water and sanitation for all
• SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all
• SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
• SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
• SDG 10 - Reduce inequality within and among countries
• SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable
• SDG 12 - Ensure sustainable consumption and production patterns
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First AI + Education Summit is an international push for “AI fluency”

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This summer, 350 participants came to MIT to dive into a question that is, so far, outpacing answers: How can education still create opportunities for all when digital literacy is no longer enough — a world in which students now need to have AI fluency?

The  AI + Education Summit was hosted by the  MIT RAISE Initiative (Responsible AI for Social Empowerment and Education) in Cambridge, Massachusetts, with speakers from the App Inventor Foundation, the Mayor’s Office of the City of Boston, the Hong Kong Jockey Club Charities Trust, and more. Highlights included an onsite “Hack the Climate” hackathon, where teams of beginner and experienced MIT App Inventor users had a single day to develop an app for fighting climate change.

In opening remarks , RAISE principal investigators Eric Klopfer, Hal Abelson, and Cynthia Breazeal emphasized what new goals for AI fluency look like. “Education is not just about learning facts,” Klopfer said. “Education is a whole developmental process. And we need to think about how we support teachers in being more effective. Teachers must be part of the AI conversation.” Abelson highlighted the empowerment aspect of computational action, namely its immediate impact, that “what’s different than in the decades of people teaching about computers [is] what kids can do right now.” And Breazeal, director of the RAISE Initiative, touched upon AI-supported learning, including the imperative to use technology like classroom robot companions as something supplementary to what students and teachers can do together, not as a replacement for one another. Or as  Breazeal underlined in her talk : “We really want people to understand, in an appropriate way, how AI works and how to design it responsibly. We want to make sure that people have an informed voice of how AI should be integrated into society. And we want to empower all kinds of people around the world to be able to use AI, harness AI, to solve the important problems of their communities.”

The summit featured the invited winners of the  Global AI Hackathon . Prizes were awarded for apps in two tracks: climate and sustainability, and health and wellness. Winning projects addressed issues like  sign-language-to-audio translation , moving object detection for the vision impaired, empathy practice using interactions with AI characters, and personal health checks using tongue images. Attendees also participated in hands-on demos for MIT App Inventor, a “playground” for the  Personal Robots Group ’s social robots, and an educator professional development session on responsible AI.

By convening people of so many ages, professional backgrounds, and geographies, organizers were able to foreground a unique mix of ideas for participants to take back home. Conference papers included real-world case studies of implementing AI in school settings, such as extracurricular clubs, considerations for student data security, and large-scale experiments in the United Arab Emirates and India. And plenary speakers tackled  funding AI in education , state government’s role in supporting its adoption, and — in the  summit’s keynote speech by Microsoft’s principal director of AI and machine learning engineering Francesca Lazzeri — the opportunities and challenges of the use of generative AI in education. Lazzeri discussed the development of tool kits that enact safeguards around principles like fairness, security, and transparency. “I truly believe that learning generative AI is not just about computer science students,” Lazzeri said. “It’s about all of us.”

Trailblazing AI education from MIT

Critical to early AI education has been the Hong Kong Jockey Club Charities Trust, a longtime collaborator that helped MIT deploy  computational action and project-based learning years before AI was even a widespread pedagogical challenge. A summit panel discussed the history of its CoolThink project , which brought such learning to grades 4-6 in 32 Hong Kong schools in an initial pilot and then met the ambitious goal of bringing it to over 200 Hong Kong schools. On the panel, CoolThink director Daniel Lai said that the trust, MIT, Education University of Hong Kong, and the City University of Hong Kong did not want to add a burden to teachers and students of another curriculum outside of school. Instead, they wanted “to mainstream it into our educational system so that every child would have equal opportunity to access these skills and knowledge.”

MIT worked as a collaborator from CoolThink’s start in 2016. Professor and App Inventor founder Hal Abelson helped Lai get the project off the ground. Several summit attendees and former MIT research staff members were leaders in the project development. Educational technologist Josh Sheldon directed the MIT team’s work on the CoolThink curriculum and teacher professional development. Karen Lang, then App Inventor’s education and business development manager, was the main curriculum developer for the initial phase of CoolThink, writing the lessons and accompanying tutorials and worksheets for the three levels in the curriculum, with editing assistance from the Hong Kong education team. And Mike Tissenbaum, now a professor at the University of Illinois at Urbana-Champaign, led the development of the project’s research design and theoretical grounding. Among other key tasks, they ran the initial teacher training for the first two cohorts of Hong Kong teachers, consisting of sessions totaling 40 hours with about 40 teachers each.

The ethical demands of today’s AI “funhouse mirror”

Daniel Huttenlocher, dean of the MIT Schwarzman College of Computing,  delivered the closing keynote . He described the current state of AI as a “funhouse mirror” that “distorts the world around us” and framed it as yet another technology that has presented humans with ethical demands to find its positive, empowering uses that complement our intelligence but also to mitigate its risks. 

“One of the areas I’m most excited about personally,” Huttenlocher said, “is people learning from AI,” with AI discovering solutions that people had not yet come upon on their own. As so much of the summit demonstrated, AI and education is something that must happen in collaboration. “[AI] is not human intellect. This is not human judgment. This is something different.”

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Northeastern engineer is using AI and cloud computing to empower educational researchers

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NSF grant will help Ningfang Mi establish a comprehensive curriculum that incorporates AI, machine learning and cloud computing into educational research training programs.

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Northeastern University professor Ningfang Mi says she can help educational researchers unlock new insights into education policies, teaching strategies and student outcomes by utilizing AI and advanced cyberinfrastructure systems in the cloud.

The first time Mi experienced the educational analysis field, she says, she was surprised to learn that her colleagues in educational research didn’t know about advanced technologies and resources available to them to work with big data. There was a big gap between what educators and educational researchers needed and the tools they had access to or knew how to utilize, she says.

“There’s a very high potential we can help them improve their educational research and get more meaningful insights from their rich datasets,” Mi says.

For years, Mi, a professor of electrical and computer engineering, has been focusing her research on cloud computing — computing services such as servers, storage, databases and networking delivered over the internet to users who don’t have access or don’t want to maintain these IT resources themselves.

Typically, cloud computing, along with technologies like machine learning and artificial intelligence, Mi says, has been used mainly by computer science and engineering researchers, leaving fields like the social sciences behind.

“I want to encourage the development and usage of cyberinfrastructure in other domains and disciplines,” Mi says, “and particularly, in the educational domain.”

To boost adoption of advanced technologies in education, Mi has teamed up with computer science experts from different universities and an educational researcher. Their main goal is to prepare future workers in education analytics to use advanced cyberinfrastructure systems in the cloud. 

“This is not the classic computer-related research,” Mi says. “This is bringing together computer engineering and education research to provide training and resources.”

In the long term, the interdisciplinary team of experts aims to establish a comprehensive curriculum that incorporates AI, machine learning and cloud computing into educational research training programs. This will not only enhance the skills of current and future researchers, Mi says, but also ensure that education policies and practices are informed by the latest advancements in technology and data science.

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Mi and her collaborators have received a National Science Foundation grant for a four-year project titled “AI4EDU: Cloud Infrastructure-Enabled Training for AI in Educational Research and Assessment.” 

AI has become a focal point in educational policy discussions, Mi says, both on federal and state levels. Educational administrators and classroom teachers are being urged to adopt AI-driven tools and techniques, which can significantly enhance their ability to analyze large, complex datasets. 

The researchers believe this interest in AI within the education research community will continue to increase in the coming years, driven by data automatically generated by e-learning systems, online courses and tutoring systems. When combined with AI, this data can unlock new insights into education policies, teaching strategies and student outcomes.

The project will first develop a platform with innovative training modules and materials on the use of cloud computing resources for AI analytics that can be used by education researchers, school administrators, policymakers and even prekindergarten through Grade 12 teachers in North Carolina. Later, the experts plan to add to the platform sample projects with accompanying datasets for real-world hands-on training, data analysis and cloud management tools and a depository where the community can collect and share machine learning programs, datasets and code tailored for a variety of educational research tasks.  

“At the same time, our student researchers can extend their research from image and biomedical data processing with machine learning to educational research,” Mi says.

Some of the research questions that AI in education can help answer, Mi says, include the effects of education policies on teacher effectiveness, student academic achievement and psychological well-being; relationships between school policy, teacher quality, family resources and student academic achievement; and student developmental stages and the appropriate match between teaching strategies and learning styles.

The platform will be open-access, Mi says, meaning educational students and researchers from institutions with limited resources will still be able to benefit from its offerings. 

Mi and her collaborators are striving to make a lasting impact on education.

“This project can lead us to other kinds of multidisciplinary collaboration in the future,” Mi says.

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Eton College warns VAT change will hike annual fees to £63,000

The private boys' school in Berkshire - previously attended by famous names including Princes William and Harry, Boris Johnson, Eddie Redmayne and Bear Grylls - said it is "disappointed" about having to impose VAT on fees.

Friday 30 August 2024 21:25, UK

Parents whose children are taught at Eton College have been told fees are "likely" to rise by 20% in January to about £63,000 a year because of VAT changes.

That is an increase from £52,749 currently charged for those attending the private boys' school near Windsor in Berkshire .

Parents whose sons are in receipt of 100% bursaries will not be affected by the hike, the college said.

From January, the government plans to remove VAT exemption and business rates relief for private schools.

The controversial changes aim to fund 6,500 new teachers in state schools.

The boarding school, which was founded in 1440, has educated dozens of famous names including Princes William and Harry , Boris Johnson , Eddie Redmayne and Bear Grylls.

Currently, independent schools do not have to charge tax of 20% on their fees because there is an exemption for the supply of education.

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In a letter to parents, the boarding school said the governing body regrets "that the government has chosen to tax education in this way.

"Furthermore, we are disappointed that the introduction of VAT will take place partway through an academic year and at short notice."

The college said it will do its "utmost" to ensure that financial assistance is available to all those who cannot afford the additional VAT.

It is also considering increasing the current £10m financial assistance pot to help those who "now face an unaffordable increase in the cost of their education".

Read more from Sky News: Reeves is under attack over tax and fuel Analysis: Labour needs consistency on tax policy Starmer signals tax rises coming

Meanwhile, Prime Minister Sir Keir Starmer believes private schools will adapt to VAT tax changes , adding that "they don't have to pass the cost onto parents".

And recently Education Secretary Bridget Phillipson said private schools which have closed have themselves to blame - dismissing any suggestion they have shut because of the government's VAT policy.

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Last year, a report by the independent Institute for Fiscal Studies (IFS) said the average private school fees across the UK were £15,200 in 2022/2023.

The report said this is £7,200 or nearly 90% higher than state school spending per pupil.

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WATCH LIVE: Trump addresses Moms for Liberty summit in Washington, DC

WASHINGTON (AP) — Republican presidential nominee Donald Trump is scheduled to appear Friday at the annual gathering of Moms for Liberty, a national nonprofit that has spearheaded efforts to get mentions of LGBTQ+ identity and structural racism out of K-12 classrooms.

The event is scheduled to begin at 8 p.m. EDT. Watch in the player above.

In a “fireside chat” conversation in the nation’s capital, the former president will seek to shore up support and enthusiasm among a major part of his base. The bulk of the group’s 130,000-plus members are conservatives who agree with him that parents should have more say in public education and that racial equity programs and transgender accommodations don’t belong in schools.

Yet Trump also will run the risk of alienating more moderate voters, many of whom see Moms for Liberty’s activism as too extreme to be legitimized by a presidential nominee.

A year ago, Moms for Liberty was viewed by many as a rising power player in conservative politics that could be pivotal in supporting the Republican ticket. The group’s membership had skyrocketed after its launch in 2021, fueled by parents protesting mandatory masking for students and remote learning during the COVID-19 pandemic.

But in the last several months, a series of embarrassing scandals and underwhelming performances during local elections have called Moms for Liberty’s influence into question.

The group also has voiced support for Project 2025, a detailed and controversial playbook for the next conservative presidency from which Trump has repeatedly distanced himself.

Moms for Liberty serves on the advisory board for Project 2025, and the author of the document’s education chapter is teaching a “strategy session” at the group’s gathering Friday.

The negative perceptions about Moms for Liberty around the country could increase the potential liability for Trump as he sits down with co-founder Tiffany Justice on Friday evening, said University of Central Florida political science professor Aubrey Jewett.

“It certainly helps him rally his base,” Jewett said. “But will that be enough to outdo the backlash?”

The group, which as a nonprofit is officially nonpartisan, said it also invited both Democratic presidential nominee Kamala Harris and independent presidential candidate Robert F. Kennedy, who recently suspended his campaign and endorsed Trump, to speak at the gathering. Neither is scheduled to make an appearance.

Trump hasn’t shared details of what he’ll discuss at the gathering, but his campaign pointed to his education proposals, which include promoting school choice, giving parents more say in education and awarding funding preference to states and school districts that abolish teacher tenure, financially reward good teachers and allow parents to directly elect school principals.

He also has called for terminating the Department of Education, barring transgender athletes from playing in girls’ sports, and cutting funding from any schools pushing “inappropriate racial, sexual or political content.”

“President Trump believes students should be taught reading, writing and math in the classroom — not gender, sex and race like the Biden Administration is pushing on our public school system,” said Karoline Leavitt, the Trump campaign’s national press secretary.

Vice President Harris has criticized Trump for his threats to dismantle the Department of Education. She also has spoken out against efforts to restrict classroom content related to race.

Before he heads to Washington on Friday, the Republican nominee will hold a rally in Johnstown, a western Pennsylvania town once dominated by riverfront steel mills. Its economy has suffered in the decades since they were shuttered. Trump held a rally near the Johnstown airport weeks before the 2020 election, boasting, “We brought back steel and we put tariffs on steel.”

His campaign says Trump will use the rally to promise lower energy costs and criticize Harris, noting that, as a Democratic presidential primary candidate in 2019, she supported a ban on hydraulic fracturing. Harris’ campaign now says she doesn’t support a fracking ban.

Both sides have campaigned heavily in Pennsylvania. Harris will be in Pittsburgh on Monday for Labor Day, making her first joint campaign appearance with President Joe Biden since he abandoned his reelection bid and endorsed her. Harris hasn’t said much about her policy plans on tariffs and trade, but Biden has taken a page from the Trump playbook and proposed a tripling of tariffs on Chinese steel.

Trump is also scheduled to address a campaign rally in Pennsylvania at 4:30 p.m. EDT. Watch in the player below.

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‘A Wave That’s on the Decline?’ Trump to Talk to Parents Leading the Culture Wars.

Last year, the former president told the group it was time to “liberate our children from the Marxist lunatics and perverts” in education. Does that message still resonate with voters?

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By Dana Goldstein and Troy Closson

Former President Donald J. Trump is set to speak Friday evening to a gathering of Moms for Liberty, a conservative activist group whose priorities mirror much of his own education platform.

Like Mr. Trump, they have called for stricter classroom discipline and vouchers for private school tuition and home-schooling costs. They want to ban certain books and cut funding to schools that embrace progressive ideas on gender and race, while slimming down or even closing the federal Department of Education.

But as his presidential campaign leans heavily on cultural divides over gender, parenting and education, there have been signs of voter weariness, and questions over whether social issues in schools are still energizing voters.

“Is this a wave that’s on the decline?” asked Julie Marsh, a professor at the University of Southern California who has studied school board elections. “We’re perhaps seeing signs of parents being turned off by some of this.”

Mr. Trump’s appearance in Washington, D.C., is his second time speaking at the annual convention of Moms for Liberty, which was founded in 2021. He has embraced the group’s rhetoric, telling convention attendees last year that he would “liberate our children from the Marxist lunatics and perverts who have infested our educational system.”

In the past several months, Mr. Trump has floated provocative ideas like allowing parents to elect principals and creating an alternative credentialing body for teachers who embrace “patriotic values.”

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