Educational Standards and Policy Frameworks

Weaving AI into South Korea’s Educational Fabric The development of AI technology occurs significant changes in society currently. This paper shows the policies and current states of AI education in Korea, and we also discuss the future education about AI digital in Korea. The main findings of the analysis on AI and digital education policies in South Korea are as follows: 🚨#PolicyEvolution: South Korea has been progressively advancing AI education since 2016, with significant policy announcements including the National Strategy for Artificial Intelligence (2019) and the 2022 Revised National Curriculum, which emphasizes digital literacy and AI education across various education levels. 🚨#AI Education #Framework: The country has developed diverse educational models categorized into four stages: AI-based education, AI understanding education, education with AI, and AI convergence education. 🚨#Curriculum #Reforms: The 2022 curriculum revision doubled the hours dedicated to information education, with a focus on developing digital competencies and promoting AI-related knowledge and skills. It includes new content in AI and digital education, setting standards for the integration of digital teaching tools. 🚨#Teacher #Training: South Korea is actively enhancing the digital skills of teachers through initiatives like AIEDAP and T.O.U.C.H programs, which support teacher training in AI and digital education, aiming to integrate AI tools and methodologies in classrooms. 🚨#AI #Digital #Textbooks: The government is piloting AI digital textbooks, with plans to expand their use from 2025. These textbooks are designed to support personalized learning by adapting to students' learning needs, including special education and multilingual learners. 🚨#Generative #AI Integration: South Korea is focusing on the integration of generative AI tools, such as ChatGPT, into the educational process. Various educational offices have developed guides to help teachers incorporate these technologies into their teaching practices. 🚨#Future #Goals: The government aims to continue expanding digital education, not only through curriculum changes but also by supporting AI learning tools and fostering digital literacy from elementary to secondary education, with plans to make digital competency accessible to all citizens. Kim, J., Kim, H., Kim, J. H., Noh, S., & Park, J. H. (2024, September). Analysis of the Current Status and Policies of Elementary AI and Digital Education in South Korea. In 2024 4th International Conference on Educational Technology (ICET) (pp. 245-248). IEEE. https://lnkd.in/eHjPCnM6

In our column for the LiveMint, Dr. Bibek Debroy, Shri sanjay kumar, and I emphasize that merely providing access to schools isn't enough; the quality of education is paramount. The Right to Education (RTE) Act of 2009 tackled access, but educational quality varies widely across India. The National Achievement Survey (NAS) 2021 highlights significant disparities and a worrying decline in student performance compared to 2017. Leading states like Punjab, Rajasthan, and Haryana excel, while Meghalaya, Mizoram, Nagaland, and Chhattisgarh fall behind. The decline in scores from Class 3 to Class 10 underscores a failure to build on foundational skills. This pattern suggests current educational strategies aren't reinforcing essential concepts, leading to knowledge gaps over time. The NEP 2020 aims to address these issues by ensuring foundational literacy and numeracy by Grade 3, promoting continuous professional development for teachers, and shifting to competency-based education. The National Curriculum Framework (NCF) 2023 provides a structured approach to align educational aims and outcomes, allowing precise assessment and targeted interventions. To bridge educational gaps, states must leverage NAS data, prioritize teacher training, and actively involve parents and communities. Aligning efforts with NEP 2020 is crucial to elevate educational quality across India. The urgency to act has never been greater.

In this thought-provoking article, Amarjeet Sinha, a key architect of the Sarva Shiksha Abhiyan and co-author of the landmark 1999 Public Report on Basic Education (PROBE), outlines five guiding principles for education reform in India. These principles, which provide a robust framework for improving the country’s schooling system, are: (i) Formal readiness for learning (ii) Designing curricula for mastery (iii) Supporting challenges without concessions (iv) Treating teachers as professionals (v) Combining accountability with school support Sinha’s article delivers a comprehensive critique of India’s education system while proposing actionable and globally informed solutions. It underscores the importance of foundational education, teacher professionalism, and systemic accountability, presenting a clear roadmap for addressing longstanding challenges. For those engaged in public policy and education reform, Sinha’s latest book, The Last Mile – Turning Public Policy Upside Down, is an essential read, offering profound insights into transformative policymaking in India. #publicpolicy #policymakinginIndia #policyatthegrassroots #educationalpolicy #educationalreforms #teacher #professional #learning #education #teaching #foundationaleducation #accountability

In this blog, I analyze the seven executive orders issued by the White House on April 23, 2025, representing a significant shift in #federal #education #policy. These orders address #AI education, equal opportunity, school discipline, skilled trades, HBCUs, higher education accreditation, and foreign influence in universities. The analysis examines these orders through multiple theoretical lenses, including learning sciences, neoliberal and neoconservative ideologies, sociocultural and economic perspectives, critical pedagogy, disability studies, and legal frameworks. Key tensions identified include individualism versus structural analysis of inequalities, public versus private control of education, procedural versus substantive equality, traditional authority versus inclusive governance, and national competition versus global collaboration. The implementation challenges include coordination across governance levels, varying state responses, and potential resistance from districts with established alternative policies. Budget constraints may limit full implementation, as most initiatives rely on existing funding mechanisms and private capital rather than new appropriations.

🚀 Key Takeaways from the Education Policy Outlook 2024 by OECD Education and Skills 👉 See: https://lnkd.in/dnTn6TaH 📍 A forward-looking analysis on reshaping teaching in the face of global challenges. Here’s what stands out: 📉 Addressing Teacher Shortages: ▪️Nearly 50% of school principals across OECD countries report teacher shortages hindering instruction—up from 29% in 2015. ▪️Factors: Ageing workforce (41% of teachers are over 50), declining student enrollments, and poor salary competitiveness. ▪️Solutions: Diversify pathways into teaching, improve working conditions, and restructure career progression. 🖥️ Adapting to Digital Transformation: ▪️Despite heavy investments, AI and EdTech tools are not significantly improving student outcomes. ▪️Teachers need digital fluency and pedagogical skills to integrate AI meaningfully. Collaborative co-design of tools with educators is vital. 🎯 Improving Teaching Quality: ▪️Shift focus from traditional tasks to fostering evidence-based practices and continuous professional development. ▪️Support for teacher well-being, mentoring, and innovative pedagogical methods remains key. 🌍 Global Megatrends Impacting Education: 1️⃣ Demographic changes: Ageing populations affect teacher supply and demand. 2️⃣ Digitalisation: Requires a balance between integrating technology and improving foundational skills. 3️⃣ Rising inequalities: Socio-economic gaps in digital readiness and educational outcomes remain significant. 📚 Vocational Education and Training (VET): ▪️Highlighted as a sector needing transformative AI integration to prepare for green and digital transitions. ▪️Projections show a 10% rise in demand for educators in VET and higher education by 2027. 💡 Recommendations for Policymakers: ▪️Develop robust evaluation frameworks to address disparities in teacher supply and demand. ▪️Invest in tailored AI-enabled decision tools for better resource management. ▪️Address gaps in teacher training and infrastructure for equitable digital adoption. 📖 Conclusion: To foster a thriving teaching profession, we need innovative, inclusive, and sustainable policies. From foundational skills to AI, teaching must evolve to ensure equitable, high-quality education for all. #EducationPolicy #DigitalTransformation #VET #AI #TeachingProfession EU Employment & Skills Cedefop European Training Foundation Eurofound EfVET European Association of Institutes for Vocational Training (EVBB) European Vocational Training Association - EVTA EURASHE eucen World Federation of Colleges and Polytechnics (WFCP) UNESCO-UNEVOC WorldSkills International National Centre for Vocational Education Research (NCVER) Teresa e Alexandre Soares dos Santos - Iniciativa Educação ENAIP Veneto Euro App Mobility Agência Nacional Erasmus+ Educação e Formação SEPIE - Servicio Español para la Internacionalización de la Educación Amanda Bickerstaff Ethan Mollick

Another snippet from our latest report "Beyond the Hype," https://lnkd.in/ehrVZeCw. There is a concerning lack of formal AI guidance in our educational institutions. Our benchmarking data reveals that only 30% of institutions have an AI policy or strategy in place. We are not the first to highlight this strategic gap. For example: The DfE's recent reports highlight the urgent need for clear policies and ethical guidelines Our findings manifest several critical gaps: Strategic Planning - Most institutions lack formal AI guidance - Few have clear frameworks for AI implementation - Limited strategic planning for ethical considerations - Absence of structured approach to AI tool selection Policy Impact - Institutions with AI policies show: - Better support for students (correlation 0.28) - Greater awareness of AI biases (correlation 0.28) - Higher parental awareness of AI use (correlation 0.27) - More systematic approach to AI integration - Implementation Challenges - Lack of formal evaluation processes - Inconsistent approaches to AI adoption - Limited risk assessment frameworks - Fragmented decision-making processes Why This Matters: Students across education are actively engaging with AI tools, both inside and outside the classroom. Without clear policies and strategies, institutions are struggling to provide consistent, safe guidance for AI use. This policy vacuum means some students are navigating complex AI tools without proper institutional support or safeguards. Action Needed: - Development of comprehensive AI policies - Clear frameworks for ethical AI use - Structured approaches to AI tool selection - Strategic guidance for safe implementation - Regular policy review and updates We must act now to establish robust AI policies because every student deserves a safe, well-structured approach to AI integration in their education. The report encompasses analysis from our benchmarking survey of 256 institutions in England; Jisc's leadership survey of 600 participants; HMC's survey of 88 independent schools and 2 recent Department for Education reports. #AIinEducation #EducationalPolicy #EdTech #UKEducation #DigitalStrategy #EducationalInnovation #SkinnyonAIED #AI #EdTech #Edchat #Leaders #innovation #technology #Learning #Students #Teaching #Edreform For more thoughts like this read the skinny here https://lnkd.in/gTaNTRkb

At Kira Learning we're seeing firsthand that building effective AI in education demands sophisticated technical architecture. Georgia's new K-12 AI guidance (January 2025) recognizes this reality - real security and privacy require fundamentally sound technology, not just updated terms of use or marketing lipservice. Building AI for schools comes with complex challenges: implementing secure RAG systems, ensuring adequate data isolation, and maintaining robust model guardrails. Enterprise software developers understand these demands, but education remains a deeply under-invested industry, plagued by legacy software and a patchwork of outdated, poorly maintained solutions. The recent disastrous PowerSchool data breach is a stark reminder of this - it’s the equivalent of a major credit card provider leaking all sensitive data for all its users. We know that when we partner with schools, we’re not just delivering AI features and agents; we’re providing infrastructure that needs to respect student privacy at its core. This requires a level of rigor and accountability that the education sector urgently needs to adopt industry-wide. Georgia's framework stands out to me because it addresses both policy and technical requirements. Their guidelines push edtech to evolve AI beyond simple API integrations toward more sophisticated systems with proper data governance and security controls built in. This is exactly what education needs: frameworks that encourage true technical innovation while maintaining high standards for student privacy and security. It's time for edtech to mature beyond superficial AI integration.

Defining a framework for HigherEd Policy for Teaching & Learning Transformational advances in AI have created an urgent need for students to be prepared for a data- and AI-driven world. Simultaneously these tools have the potential to transform higher ed from a “one-size fits all” place- and time-driven archaic system to a modern, personalized, highly accessible, engaged, and agile knowledge enterprise enabling learning at scale. However, the rapid evolution of these tools and technologies has left academia behind as related to processes, norms, and policies as related to the use of AI in teaching and learning, as well as in the consideration of aspects such as plagiarism, original thought, attainment of competency in a subject/discipline and assessment of performance. Between the two extremes of doing nothing and blindly embracing AI as a panacea for all of HigherEd’s ills, there is an increasing need for the establishment of institutional-level policies for the development, implementation, and use of AI tools/platforms for teaching and learning. However, it is important that any #framework for development and implementation of AI in #HigherEd start with the basic consideration of #ethics, #responsibility, and #equity. From a systems perspective, #ethicalAI provides the values, principles, and foundations; #responsibleAI ensures use of tactics that meet those guidelines; and #equitableAI assures the implementation of strategy for the benefits of AI to accrue to all learners, both in terms of gaining access to knowledge and in enabling its use for #socioeconomic mobility. Building on a foundation of these three levels, and once the purpose of AI has been determined in the context of the specific type of institution and the nuances of the learner population that is intended to be served, a framework for higher-ed policy can be developed using the four pillars of (1) #governance, (2) #ethics and #accountability, (3) #pedagogy, and (4) #operations. The prioritization enables emphasis to be on the specific context of the institution through governance, as well as the nuances of mission and the local context in which the tools would operate through pedagogy. The article published in eCampus News provides a framework for this based on foundations in ethical, responsible and equitable AI. #Innovation #AI #HigherEd #Framework #Policy #Teaching #Learning