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1、Views and ideas from the worlds students on how to transform education.ForewordDear LeadersIntroductionA Note on BenchmarkingThe AnalysisPart One:Current RealityPart Two:Purpose&DreamsPart Three:Making ChangeConclusionsOur Call To ActionAcknowledgementsThe SurveyCollaborators345671017253031323334Ins

2、ight into the global dataRegional insight to the data,using the SPI measurementIndicates a deeper dive into the dataLook out for these iconsIndicates a quote-from an educator,researcher or studentACKNOWLEDGEMENTSThere are two groups of people we would like to give our particular thanks to in this re

3、port.Firstly,to the thousands of students who so willingly shared their thoughts and views with us.Secondly,to the teachers and educators who shared this survey with their students.For the guidance they offered them and for igniting the conversation about transforming education in their classrooms.W

4、e are incredibly grateful-thank you.“Young people will be the ones who demand from us,and from their governments,their right to a quality education.That is how rights become a reality.”-Leonardo Garnier,Special Adviserof the Secretary-General on theTransforming Education SummitIn September 2022,the

5、UN convened the inaugural Transforming Education Summit,with the ambition to elevate education to the top of political agendas and galvanise action in light of the global wide school closures caused by COVID-19.2023 also marks the“halfway point”to the United Nations Sustainable Development Goals,wit

6、h SDG4:Quality Education describing that we must“ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”by 2030.It is against this backdrop,that we launched the Transforming Education Survey-a research project centred on hearing and elevating the voices

7、of thousands of schoolchildren around the world.Through our outreach we balanced giving voice to those not usually heard as well as representing a diverse group of students from across the world.While we have broken new ground with the number of responses we received from students around the world-w

8、e know there are still so many more to hear from.Through this research we are honouring the childrens feelings about the current state of education,empathising with how the pandemic impacted them and also helping these children articulate what can be done to make education more aligned to their drea

9、ms.We did this by exploring their current reality in classrooms today,what they think the purpose of education should be and their own real-world solutions.foreword3Dear Leaders,We are the future and we will be the ones who decide what we want the future to look like.Education is key to this.So we,y

10、oung people,children and students,need to be consulted on how to transform education.If you ask us,you will gather useful data and insights.Its the first step to make and we can help you build this roadmap to change.37,000 of us played this survey and shared our views.From around the world our calls

11、 for change are strikingly similar-we want to learn more practical skills,from learning how to code and analyse data,to how we can look after our mental health and protect our planet.Education sits at the heart of the Global Goals and they will not be achieved unless every child receives quality edu

12、cation.We urge you to read this report,reflect on the findings and go out and collect data by listening to the students in your own schools,districts,and countries.The time to transform education is now,so what are you waiting for?Yours sincerely,Worlds Largest Lesson Youth Advisory PanelA message t

13、o education leaders from the fourteen youth members of the Worlds Largest Lesson Advisory Panel.All members are aged between 11-14 years old and from the following countries:Australia,Ghana,Greece,India,Ireland,Japan,Mexico,Namibia,Nepal,Scotland,Sri Lanka and Turkey.4In June 2022,Worlds Largest Les

14、son and NetApp,with the help of Play Verto,launched the Transforming Education survey.The survey invited students aged 7 to 19 years old to share their views on education and what they would like to see change.Our ambition was to ignite a conversation in classrooms around the world about education.T

15、o ask children what they think the purpose of it is and what their views are on it.The questions were developed in collaboration with UNESCO,UNICEF,Teach for All,Play Verto,NetApp and Worlds Largest Lesson,alongside a youth advisory panel.The Transforming Education survey was designed to be played b

16、y students as part of a classroom activity.A discussion guide and lesson plan were also created,to give teachers additional support and guidance in distributing the survey.To maximise participation,the survey was open for 6 months,from June 2022 and closing on International Day of Education 24th Jan

17、uary 2023.The survey was predominantly played online but an offline version was made available as well.This was created to hear from students from harder to reach communities who do not have digital access.Here,students answered on paper and a photo of their responses were uploaded by their teacher.

18、Throughout the report,you will see a comparison between what children had to say,with specific reference to responses from India,Pakistan,United Kingdom,Nigeria and the United States.Our goal was always to shine a spotlight on the voices of children from around the world,show that it is possible to

19、include them in conversations around the transformation of education,and to create a platform for them to share their views.Our findings show that urgent action is needed if we are to achieve Global Goal 4:Quality Education by 2030,and change must start by including the views of those who are most a

20、ffected children and young people.5Throughout this report we benchmarked our primary data against the Social Progress Index(SPI).The SPI creates an accurate snapshot of how each country is performing across multiple variables and assesses countries based on whether they are above the median(better p

21、erforming)or below the median(worse performing)than the SPI average.Every country now faces two key challenges.The first is quality:kids may be in the classroom but are they learning effectively?The second is equity:too many children are still excluded from a good education,often by factors outside

22、the classroom such as access to sanitation,discrimination,lack of access to the internet at home,lack of access to early years education,etc.Tackling these challenges inside and outside the classroom will be crucial if we are to meet targets like the Sustainable Development Goals and fulfil our resp

23、onsibilities to our children.-Michael Green-CEO,Social Progress Imperative6A note on SPI measurementThroughout the report we use the SPI median measurement to show how some of these current realities sit against other countries.When we refer to“above the median”we refer to better performing countrie

24、s in social progress.In contrast to“below the median”referring to those worse performing countries than the SPI average.2022 Social Progress Index FrameworkNutrition&Basic Medical CareUndernourishmentMaternal mortality rateChild mortality rateChild stuntingDeaths from infectious diseasesDiet low in

25、fruits and vegetablesWater&SanitationAccess to improved sanitationAccess to improved water sourceUnsafe water sanitation and hygieneSatisfaction with water qualityShelterAccess to electricityHousehold air pollutionDissatisfaction with housing affordabilityUsage of clean fuels and technology for cook

26、ingPersonal SafetyInterpersonal violenceTransportation related injuriesPolitical killings and tortureIntimate partner violenceMoney stolenBasic Human NeedsFoundations of WellbeingAccess to Basic Knowledge No schooling Primary school enrollment Secondary school attainment Gender parity in secondary a

27、ttainment Access to quality educationAccess to Information&Communications Mobile telephone subscriptions Internet users Access to online governance Alternative sources of information indexHealth&Wellness Life expectancy at 6O Premature deaths from non-communicable diseases Access to essential servic

28、es Access to quality healthcare Satisfaction with availability of quality healthcareEnvironmental Quality Outdoor air pollution Lead exposure Particulate matter pollution Species protectionOpportunityPersonal RightsPolitical rightsFreedom of peaceful assemblyFreedom of religionAccess to justicePrope

29、rty rights for womenFreedom of discussionPersonal Freedom&ChoiceVulnerable employmentEarly marriageSatisfied demand for contraceptionCorruptionFreedom of domestic movementYoung people not in education,employment or trainingInclusivenessAcceptance of gays and lesbiansDiscrimination and violence again

30、st minoritiesEqual protection indexEqual access indexPower distributed by sexual orientationAccess to public services distributed by social groupAccess to Advanced Education Expected years of tertiary education Women with advanced education Quality weighted universities Citable documents Academic Fr

31、eedomWhat did the students say?We asked children their thoughts on education and what they would like to see change.Their responses show that they have strong feelings and opinions on what they think the purpose of education should be,what they want the future to look like and how change could be ma

32、de.Taking their views,listening to them and acting on them is a positive step towards change and achieving Global Goal 4 Quality Education.Their responses provide real,actionable insights for policy makers to lean into.Who are these students?We reached 37,000 students across 150 countries and had eq

33、ual representation from countries in both below and above the median Social Progress Index.7Type ofAreaType of SchoolGender7K Africa5.7K Europe 3.2K Asia5.5K Indian Subcontinent1.1K MENA0.3K South America4.5K North America0.4K Oceania1510Age1k2.6k4.4k1.9k0.2k89712111314161718Part 3We first set out t

34、o show a“temperature check”of classrooms right now,looking at students current reality.We then move to exploring what students think the purpose of education is and their ideas on how to change it.Finally,we examine the skills they think they need to make change.Part 1Part 28Well start from the foun

35、dations here9Photos of students and teachers playing the survey.Responses were recorded via both digital and paper-based formats.By understanding childrens current reality and insights into the quality of their education,we become better equipped to understand the context of their future dreams and

36、desires.10Students are happy to be back at schoolMost students are back to having classes in person(80%).77%of our respondents said they are happy to be back at school after the school closures and that they missed others while their school was closed(74%).of students are back to having classes in p

37、ersonare anxious to be back at schoolFurther correlation between the perceived feelings of falling behind and anxietyLooking at the data from another perspective reinforces the relationship between the perception of falling behind and anxiety being back at school.Of those students whose perception i

38、s that they have fallen behind their peers,more of them feel anxious to be back at school(48%vs 33%).but many are anxiousHowever,this doesnt tell the whole story.As almost a third of our respondents(33%)said they feel anxious being back at school.When we explore this further,we see that although the

39、se students still report missing others while their school was closed(76%),almost half of them believe they have fallen behind their classes because of the closures(44%)and 42%of them were happier to be learning at home.11In the United States,20%of children said they were happier learning at homeIn

40、the UK 27%of children said they were happier learning at homeIn Pakistan,28%of children were happier learning at homeIn India,29%said they were happier learning at homeNigeria has the highest figure of children saying they were happier learning at home with 42%Childrens perceptions of whether they h

41、ave fallen behind their classes because of COVID-19 school closures is not consistent across the world.For those children living in below the median SPI countries,39%of them indicate they have fallen behind,compared to 19%of those living in above the SPI median.We also see a difference in the respon

42、ses from these children around having a device of their own to learn with.Whilst 84%of respondents from countries with higher social progress said they have one,only 59%of respondents from countries with lower social progress said they did.12The children who are happiest to be back at school,are the

43、 ones who had no device of their own to learn with.Of children who do not have access to their own device,more report being happy to be back at school(85%)and missing being with other people(78%).0100502575Students agreed that working in a group with others helps them learn best.Preferred learning s

44、tyles in response to the question I do my best learning when.Globally,Online(19%)and Using social media(18%)come as the last chosen options.Children living in countries below the SPI median(low score on social progress)favour“Sitting and listening to teachers”,“Working in a group with others”and“On

45、my own”as their top three choices.However,children living in countries above the SPI median(high score on social progress)choose first“Working in a group with others”and“Being creative and playful”and then tied“Sitting and listening to my teachers”and“Making and experimenting”.This difference in pre

46、ference for either passive or active learning styles needs further research.It may be that children are reporting simply what they have experienced.13Working in a group with others Sitting and listening to my teachers Being creative and playful 14But not all students think theyre learning what they

47、need.Nothing at AllNot EnoughLooking at other responses,22K children around the world(59%)do not believe they are learning enough(or nothing at all)about how to manage money and a budget.A similar trend can be observed with“Develop digital skills like programming and coding”,where 41%said“Not enough

48、”and 20%replied“Nothing at all”.We asked students how much they were learning to analyse and use data and their responses were;15When we see it by country breakdown,children in the United States believe they are not learning enough,or nothing at all of“Develop digital skills”(45%and 25%),“Analyse an

49、d use and data”(43%and 9%),“Manage money and budget”(42%and 29%)and“Protect the planet and tackle climate change”(41%and 10%).Very similarly,children in the United Kingdom believe they are not learning enough,or nothing at all of“Develop digital skills”(40%and 15%),“Analyse and use and data”(47%and

50、16%),“Manage money and budget”(48%and 23%)and“Protect the planet and tackle climate change”(42%and 6%).In Pakistan,children report not learning enough,or nothing at all,of“Develop digital skills”(40%and 18%),“Analyse and use and data”(41%and 8%)and“Manage money and budget”(50%and 8%).Nigeria changes

51、 slightly and their children said they are not learning enough,or nothing at all,of“Develop digital skills”(41%and 25%)and“Analyse and use and data”(40%and 16%).Finally,players in India reported learning“More than enough”in all the topics previously mentioned.48%of respondents from countries with lo

52、wer social progress feel they learn to manage money and budgets sufficiently,while only 30%of respondents from countries with higher social progress think so.42%of students think theyre not learning enough or anything at all about how to look after their own mental health.of the respondents answer t

53、hat they are not learning enough or not at all about“Understanding different cultures”or“Protecting the planet and tackle climate change”.44%In contrast a blended approach to learning featuring a combination of collaboration with peers,being creative and playful and listening to teachers is perceive

54、d as the most effective style.Globally,students feel they are not learning enough about digital skills like coding and programming or how to analyse and use data.Strikingly,India stands out as a country where students feel like they are learning more than enough across a key range of these skills.Ov

55、erall,children are happy to be back in school but still,a significant number,33%,report feeling anxious to be back in school.COVID-19 widened existing educational inequalities,with more children in lower social progress countries reporting they feel they have fallen behind in their schoolwork vs stu

56、dents in higher social progress countries.Of these,more did not have access to their own device to learn with.Learning online and using social media is students least favourite way to learn.This is an interesting response from the digitally native student generation.This could indicate further need

57、for teacher professional development to support student engagement or a general fatigue with online learning in the light of COVID-19.However,further research is needed to understand this in more detail.16We asked children the main reason they go to school as a way to explore the purpose of educatio

58、n from where they stand right now.We compared this with why they believe adults want them to go to school.We then asked players what they think the purpose of school should be,and what one thing they would change about their education.This gave them the opportunity to share,in their own words,their

59、dreams for the future of education and paint a picture of what and how they would like to learn.17“To have a good career”is the main reason to go to school globally(30%).Students from public schools focus more on“To have a good career”as their purpose for education(33%).Students who attend private s

60、chool chose both“To have a good career”(28%)and“To enjoy learning and become a great learner for the future”(27%).The proportion of children choosing a“To have a good career”is even higher for the respondents from countries with higher social progress(36%above median,28%below median).Why adults want

61、 children to go to schoolRegardless of where students live,they consistently believe the main reason adults want them to go to school is,“To have a good career”(40%).18Why children go to schoolTo enjoy learningTo understand who I amTo understand the worldTo get good gradesOtherUnderstanding what stu

62、dents think the purpose of education should be.Children were given the chance to share in open text form what the purpose of school should be.Understandably the phrase featuring most was“to learn”.While this seems a broad answer,learning is a unique experience,and sentiments analysis reveals how the

63、y each interpret what learning means to them.Childrens feelings towards the purpose of education are overwhelmingly positive.Where negative sentiments are shared,we find students saying education should be about learning instead of tests,teaching them life skills and transforming what they see as ou

64、tdated curriculums.19.Practical skills attainment is what children focus on the most,mentioned by 48%of the players and refers to learning or being taught a new skill.Players said things like“to teach people about the world we live in,but also how to create and discover new knowledge”or“to learn how

65、 to live in the real world”.Then we see being informed(16%),referring to being informed of current events(locally and globally),for which children had to say,“to learn new things and to figure out how to manage when you get tossed into the real world”and“educate people about the world and human issu

66、es,so that they can live more responsibly and make it better”among others.Children also talk about knowledge attainment(15%),which is learning new knowledge,with the phrase“give me a quality education”coming up very often,but expressed in different ways.9%of children believe understanding others sho

67、uld also be the main purpose of their education,with responses like“to understand and create more adaptable and accepting humans”.We also saw repetition of one of the survey questions used earlier,with students writing“to understand who I am,what I want and be part of the community”.20Practical skil

68、ls attainmentBeing informedKnowledge attainmentUnderstanding othersPersonal GrowthInnovationAspirationWe asked students If you could change one thing about your education,what would it be?Understandably,the common changes students would like to see reflect what they believe the purpose of school sho

69、uld be about acquiring practical skills(33%).Comments vary from,“Focusing not on textbook education,but on skill and creative learning that involves various tools and materials for students”to“Learn to read and write in my mother tongue and to use the computer very early”.We also see being informed(

70、21%),with respondents mentioning“Lots of things,such as learning about much more history,the planet,and more things”or“Talk more about everyday life,about how the world of work works”.Similarly,we see knowledge attainment(18%),in the form of“Granting children the ability to tailor their education to

71、 suit their interests and talents”or“I would remove examinations because they teach learners to learn in order to get good grades only.”Understanding others(7%),where“Read and write in my mother tongue”is expressed in different ways.Finally,we also see comments about learning to be creative and inno

72、vate and accessing learning in more diverse ways(4%each).Students express a desire for education to“Foster creativity from an earlier age,make creative classes more accessible continuously,as well as other classes regarding specific interests(language,engineering,etc)”or“I would incorporate differen

73、t types of learning by having various projects and ways to evaluate your knowledge and abilities”.21Practical skill attainmentBeing informedKnowledge attainmentUnderstanding othersDiversityInnovationEntertainment33%21%18%7%4%4%3%22If you could change one thing about your education what would it be?W

74、e analysed this question using a mix of sentiment analysis and an artificial intelligence engine that allowed us to group the comments into the categories listed on the left hand side.We received 26,000 free text comments.Some of them were about positive change(44%)and some negative(39%).The negativ

75、e focused on what students wanted to see removed or experiences they feel they have missed.The positive responses(44%)contained ideas that include wanting to learn in their mother tongue,do more creative learning and start learning with technology at a much younger age.Amongst the negative comments(

76、39%)we see critiques of the exam system,concerns about the lack of learning life skills and student perception of focusing on an outdated curriculumWe explored the negative further by asking what is one thing that their school should stop doing(Q8).Commons themes also emerge around exams,homework an

77、d bringing more technology into classrooms.Lets take a closer look at childrens responses on the next page74%13%13%66%17%17%46%33%21%75%17%8%67%17%15%57%28%16%75%8%77%Sentiment breakdowns of the total percentage in blue23If you could change one thing about your education what would it be?Here are so

78、me of the most common comments from the students:“Learn to read and write in my mother tongue.”“The teaching method/curriculum-I would make the teaching unpredictable but fun and engaging with the students so that they will look forward to what comes next.”“Learning about current important topics li

79、ke feminism,racism,climate crisis,cruelty to animals.”“To invent machines that could change and make learning easy”“To teach daily life lessons such as bills,taxing,saving,home science,presenting yourself in a community etc.”“I would take some lessons outside,in different settings,experiencing pract

80、ical lessons.”“Lots of things,such as learning about much more history,the planet,and more things.”Here are some of the comments from the students:“One thing I would like to change in my education is rote learning.”“I need to learn more about the things that related to math,because I have a low capa

81、city of understanding math lessons.”“Dont have us sitting,listening and writing all the time,we get bored and were not going to learn anything.”“Less emphasis on mainstream issues that are already well trespassed and more emphasis on less known issues to gain further knowledge and allow for increase

82、d student independence of mind.”“I would allow children to choose the disciplines they want to,I would also like to make free high education more accessible.”“A change regarding my education would be not to take history or Spanish after 9th grade because I would have liked to take classes in finance

83、 or what university life is like to adapt.”“I would want the education system to be productive and simultaneously have leniency so that students arent crippled by the societal pressure of grades.”The top 3 categories of positive messages are practical skills attainment(74%)-students wanting to acqui

84、re a new skill,being informed(66%)-students wanting to be informed of local/global events and knowledge attainment(46%)-students wanting to learn something new.The top 3 categories of negative messages are knowledge attainment(33%),being informed(17%)and skill attainment(13%)“Who Id like to work wit

85、h to change my education”Next,we asked students who would you most like work with to help you create change in school?Children from countries with higher(above median)social progress would like to work the most with friends and other young people(63%of respondents from higher social progress countri

86、es picked this response)while children from countries with lower(below median)social progress would like to work the most with teachers(52%of respondents from lower social progress countries picked this response).38%of respondents from countries with lower social progress picked government and polit

87、icians to work with(third most voted option),while the corresponding number for respondents from countries with higher social progress was only 28%(and it was the least preferred category of people to work with).Students in Nigeria selected“teachers”as first place in their list with(57%),followed by

88、 “government and politicians”(43%)in second place.24would like to work with friends to create changes in their educationwould like to work with teachers to create changes in their educationGlobally,students want to work with other young people and their friends to bring about change to their educati

89、on and schools.Governments and politicians ranked in fourth position.Further research is needed to understand this,however,it does suggest that governments could do more to engage with school children and to provide ways in which they can show they are listening to their views and ideas.In the words

90、 of one member of our Youth Panel;From where students stand right now,there is a dominant narrative that they believe the main reason they go to school is to have a good career.This is even more strongly endorsed when asked why they think adults want them to go to school(40%).When asked to express f

91、reely what they think the purpose of school should be,students use a richer vocabulary to express ideas around gaining skills for work and life,knowing and understanding the world around them and understanding others.Students continue to ask that schools focus less on exams,tests and homework and fi

92、nd alternate ways to assess them.This is not new but could contribute to discussion around testing in a world where we are able to assess performance in new and different ways.“To me the government is not very approachable,a system that often does not do work and focuses more on political agendas th

93、an on making any true positive outcomes.Such opinions about the government and the belief that we as children have power to make the change ourselves and that the idea that change should start with us,the people who understand the gravity of the issues,are the reasons to why I believe children and y

94、oung people dont want to work with governments and politicians to bring about change in schools.”25Having established students current realities at school and understanding how they view the purpose of education and aspire for change,how can we move into action?A blueprint for action26We asked child

95、ren around the world if they contributed to making education better in their school and they globally replied with“Yes,all the time”(35%).26%of students said“Only sometimes”and 20%chose“No,but I would like to”.Worryingly 11%of students selected the response“No-one would listen to me if I tried.”Some

96、 specific country examples highlight that this sense of agency is not felt by every student.In the US for instance,the second most common response was“No,but I would like to”(22%).Transforming education needs courage and determination,say childrenIf we want children to actively participate in their

97、education and bring about change,then we need to help them develop the skills and attitudes to do this.Students and young people think that the most important skill they need to drive change is Courage and determination(chosen first by 32%of the players).The majority of students indicated that they

98、are learning these skills(59%),but a significant proportion are not(41%between“I dont know”and“No”).40%of children from lower social progress countries state that they contribute to make education better in school“All the time”,this figure drops to 23%when the respondents are from higher social prog

99、ress countries.of children around the world said they contributed to making education better in their school,all the timethink that the most important skill they need to drive change is courage and determination 27Correlation between learning those skills in school and feeling like they can contribu

100、te to making education better in their school.To explore the link between skills,agency and action we ran a separate analysis for those students who replied either positively or negatively to the question,“Do you contribute to making education better in your school?”.The students who actively contri

101、bute to making education better in their school(answering“Yes all the time”and“Sometimes”)reported having a strong sense that they were being taught these skills in school(75%responding“Yes”to learning the skills for making change).The opposite is true for those who feel they do not have agency to m

102、ake change at school.Out of the students who answered“No,but I would like to try”and“No one would listen to me if I tried”39%of them answered“I dont know”as to whether they are learning the skills for making change at school.of those who said they contribute to making their education better,report h

103、aving a strong sense they learning the skills needed to contribute to making their education better28Courage and determination are the top skills students think they need to learn and demonstrate to bring about change Students in lower social progress countries are more likely to say they contribute

104、 to making education better than their corresponding students in higher social progress countries.35%of students said that they contributed to making education better all the time.However,an almost equal number of students do not feel the same sense of agency.(20%)of students selected“No,but I would

105、 like to”with 11%selecting“No-one would listen to me if I tried”.This suggests schools could create clearer mechanisms for students to participate in meaningful change and feel like they are being listened to.One way to do this would be to support students in acquiring the skills they feel they need

106、 to drive change and ensuring they are aware they have these skills.29It is not often that students in school are asked to step back and reflect on the purpose of their learning.This survey reached 37,000 children and young people from across 150 countries,and collected 25,000 ideas on how they woul

107、d change their education.Not only does it provide a“temperature check”on what children and young people are experiencing in classrooms right now,it also paints a picture of the kind of education students feel will set them up for their future.We highlight how a pivot to practical skills attainment i

108、s what students globally are most keen to see implemented.From learning how to protect the planet and students own mental health to managing money and a budget,to digital skills like programming and coding,students have a sense that their curriculums are outdated and not reflective of the skills the

109、y think they need.The data also highlights existing inequalities between low and high social progress index countries,with students feeling the lack of digital access as being an acute issue.84%of respondents from countries with higher social progress said they had a device to learn with,whilst only

110、 59%of respondents from lower social progress countries said they did.More broadly,our findings indicate that we must ignite wider discussion around what the purpose of education is.Students perception of the purpose of the education they are currently receiving is narrowly targeted towards careers

111、and ultimately contributing to economic development.When invited to share their own thoughts,they introduce ideas of skills for both work and life and the need to understand the world around them and communicate effectively in it.There is a rich and potentially transformational conversation we could

112、 be having,involving all stakeholders and placing children and young people at the centre.As Emily Markovich Morris and Ghulam Omar Qargha have recently written:30“Unless we anchor ourselves and define where we are coming from and where we want to go as societies and institutions,discussions on syst

113、ems transformation will continue to be circuitous and contentious.”*E.Markovich Morris and G.Omar Qargha,2023,In the quest to transform education,putting purpose at the centre is key,Brookings“There are 2.2 billion children in the world and no one is asking them how to make education better.Thats a

114、waste of opportunity.”Professor Stephen Heppell This provocation ignited our ambition to see conversations about education taking place in classrooms across the world,and we have demonstrated that we can capture these conversations in a meaningful way so that a large volume of student voices are hea

115、rd.We have shown that all over the globe,children and young people have thoughts,opinions and ideas they want to share on what education means to them and how they would transform it.Our message to you as education leaders is simple:Now is the time to participate in regular,open dialogue with school

116、 children about their education.Now is the time to listen to their thoughts and take their views into account as you look to build and develop new educational policies and curriculum updates.As lead stakeholders in the system of education,students have a right to speak up and be listened to.Students

117、 who are empowered in this way will feel more engaged and their insights will become more and more valuable.Its a win-win!31Worlds Largest Lesson believes learning is the first step to action and is committed to introducing children and young people everywhere to the Global Goals,or SDGs.Worlds Larg

118、est Lesson is delivered in partnership with UNICEF,with the support of UNESCO,along with many other NGOs,private sector organisations and foundations.NetApp is a global,cloud-led,data-centric software company that empowers organisations to lead with data in the age of accelerated digital transformat

119、ion.The company provides systems,software and cloud services that enable them to run their applications optimally from datacenter to cloud,whether they are developing in the cloud,moving to the cloud,or creating their own cloudlike experiences on premises.With solutions that perform across diverse e

120、nvironments,NetApp helps organisations build their own data fabric and securely deliver the right data,services,and applications to the right peopleanytime,anywhere.Learn more at or follow on Twitter,LinkedIn,Facebook,and Instagram.NetApp Data Explorers is a student learning journey filled with expl

121、oration,investigation,and problem solving with social issue data.32Survey Creation process332.Created a lesson in which children and their teachers talk and reflect together about the purpose of learning,what they are learning and how they want to learn.1.Co-created the survey experience with young

122、people and partner organisations:3.Captured the conversations and their ideas via a gamified survey experience created by Play Verto.Soft launch,carried out with students from Nord Anglia Education for two weeks,starting May 15th.Full Digital survey and paper based survey,deployed from June 1st,2022

123、.Survey closed on January 24th,2023.Questions and design in place,with many voices included.TimelinePlay Verto is a research and play-based technology firm that can map,manage and measure change-end to end.We are specialists in community engagement for market research and social impact,helping organ

124、isations create unique and authentic campaigns that are aligned with their mission and vision.Our fully customisable tech platform is centred around the player,and our gamified surveys have an 80%completion rate.The Social Progress Imperative is a global nonprofit based in Washington,DC,providing de

125、cision-makers and everyday citizens with the very best data on the social and environmental health of their societies and helping them prioritise actions that accelerate social progress.Its flagship tool,the Social Progress Index,captures how well a country provides for its people on the things they

126、 really care about such as their health,safety,shelter,education,and opportunity.Rural senses analyse and visualise rich data about the changing priorities and perceptions of target communities and audiences.Using Artificial Intelligence and Natural Language Processing(NLP)allows them to process lar

127、ge volumes of qualitative and quantitative data faster.34These incredible organisations helped us to create the survey.These amazing partners helped distribute the survey35Thank you for reading!To read a more comprehensive analysis of each question with full demographic breakdowns,and further information on the methodologies used,click here.