Is this you? As a journalist, you can create a free Muck Rack account to customize your profile, list your contact preferences, and upload a portfolio of your best work.
Claim your profile
Articles by Eileen McGivney
Interactivity and identity impact learners' sense of agency in virtual reality field trips
INTRODUCTION Agency, or the capacity to take intentional actions based on one's goals and desires, is a key aspect of motivated and self-regulated learning (Reeve, 2013). For example, autonomy is considered a basic psychological need and facilitates intrinsically motivated learning (Patall et al., 2022; Ryan & Deci, 2000).
Foresight Africa viewpoint: Skills for a changing world
By Rebecca Winthrop & Eileen McGivney The world is facing a significant shift in demographics. In fact, by 2050, Africa will be home to a billion young people. With so many of the world’s youth concentrated in Africa, countries have the advantage of large working-age populations, and could be looking to capitalize on a “demographic dividend.” But the economic contribution of young people will depend on the skills they possess, placing a premium on education.
Millions learning: Scaling up quality education in developing countries
Editor's Note: Millions Learning: Scaling up quality education in developing countries tells the story of where and how quality education has scaled in low- and middle-income countries. The story emerges from wide-ranging research on scaling and learning, including 14 in-depth case studies from around the globe. Read the executive summary here, which is also available in Arabic, French, Mandarin, Portuguese, and Spanish.
Off the Beaten Path
Four years ago, I was struggling with a crisis of conscience. I questioned if the work I had been doing on education reform was really making a difference. Or rather, was it making a difference commensurate to the education problems children face or was it merely an on-going effort to tinker around the edges?
Off the Beaten Path (SSIR)
Four years ago, I was struggling with a crisis of conscience. I questioned if the work I had been doing on education reform was really making a difference. Or rather, was it making a difference commensurate to the education problems children face or was it merely an on-going effort to tinker around the edges?
Drawing from improvement science to bridge education research and practice
A three-legged stool can be tough to balance if the legs are uneven. We’ve been thinking a lot about how to do just that with the launch of the Millions Learning Real-time Scaling Labs starting in Brazil, Jordan, Tanzania, Côte d’Ivoire, and the U.S. city of Philadelphia. How do we balance and give equal weight to our three primary objectives: learn from, document, and support education interventions in the process of scaling?
Innovation in everyday teaching: No more waiting for Superman
Despite the increased and improved reporting of teachers and schools that are innovating the teaching of new skills and learning goals for the 21st century, schools are still seen largely as very resilient places for innovation. As asseverated by Charles Payne ten years ago, if the emphasis on school reform has witnessed “so little change” it is primarily due to the difficulty of capturing and understanding the daily realities of urban schools.
Strengthening global education partnerships during a time of increasing isolationism
Last week, amid growing movements towards isolationism throughout the world, the global education community doubled down on collaboration and partnerships across borders.
WATCH: How big is the learning crisis - and can we do anything about it?
“Education is the civil rights struggle — the human rights struggle — of our generation: quality education for all. It’s the freedom fight that we’ve got to win.” In a featured TED Talk released today, Amel Karboul, Secretary General of the Maghreb Economic Forum, Commissioner for the International Commission on Financing Global Education Opportunity (Education Commission), and former Minister of Tourism for Tunisia, underscores the true urgency of the global learning crisis.
Can education innovations help us leapfrog progress?
By 2030, over half of the world’s young people are projected to reach adulthood without the skills they need to thrive in work and life. More worrisome still, we estimate that it will take decades—in some places over 100 years—for children of poor families to catch up to the learning levels of the richest. Faced with this urgent learning crisis, can we chart a new path forward to achieve rapid, equitable educational progress across the globe? In our new report, Can We Leapfrog?
Can we leapfrog? The potential of education innovations to rapidly accelerate progress
The world is facing an urgent learning crisis. The International Commission on Financing Global Education Opportunity (the Education Commission) predicts that, by 2030, 825 million children in low- and middle-income countries—half of today’s youth generation—will reach adulthood without the skills they need to thrive in work and life. More worrisome still, it will take approximately 100 years for the most marginalized youth to achieve the learning levels that the wealthiest enjoy today.
WATCH: What are the key ingredients to scaling quality learning? | Brookings Institution
The goal of the Millions Learning project is to catalyze a discussion about how to scale up quality education more rapidly and equitably in low- and middle- income countries. Building off the previous videos, Why focus on scaling learning for children and youth in developing countries? and What are different pathways for scaling up quality learning?, in this third crayon video we discuss the 14 underlying factors—core ingredients—that contribute to scaling quality education.
Science of learning: Why do we care?
Education needs to be informed by the science of learning. This was a strong message coming out of last month’s conference Learning and the Brain: The Science of How we Learn, and one that we hear often from people across the fields of psychology, education, neuroscience, and technology, as well as from practitioners working in the field and designing educational programs.
Science of learning: Why do we care?
But what do we mean by the science of learning? Isn’t all education fundamentally about learning? The relatively young field of learning sciences draws from multiple disciplines to study the ways in which people acquire knowledge, skills, and competencies and to answer the questions of why some strategies for learning work better or worse than others. Our current education systems were not built upon this knowledge.
Innovation and technology to accelerate progress in education
Sustainable Development Goal 4, to ensure inclusive and quality education for all and promote lifelong learning, sets out a grand ambition for education systems around the globe to achieve not just universal primary schooling, but to expand universal education from early childhood to secondary school and achieve relevant learning outcomes.
Innovation and technology to accelerate progress in education | Brookings Institution
Sustainable Development Goal 4, to ensure inclusive and quality education for all and promote lifelong learning, sets out a grand ambition for education systems around the globe to achieve not just universal primary schooling, but to expand universal education from early childhood to secondary school and achieve relevant learning outcomes.
Beyond Parity: Increasing girls’ engagement in research, science, and technology to tackle the world’s most pressing challenges
When development stakeholders discuss the need to engage girls in science, conversations stagnate around increasing female participation across science, technology, engineering, and mathematics (STEM) subjects in school. Yet, the reason we believe girls should be present in science goes beyond a concern with parity for parity’s sake. Ignoring half of the population, in and of itself, limits our potential to solve the world’s most pressing challenges.
Foresight Africa viewpoint: Skills for a changing world | Brookings Institution
The world is facing a major shift in demographics. In fact, by 2050, Africa will be home to a billion young people. With so many of the world’s youth concentrated in Africa, countries have the advantage of large working-age populations, and could be looking to capitalize on a “demographic dividend.” But the economic contribution of young people will depend on the skills they possess, placing a premium on education.
How can we “leapfrog” educational outcomes? | Brookings Institution
Today, examples of rapid, non-linear progress—sometimes called leapfrogging—are evident in a number of sectors. Often, these instances are most obvious in the developing world, where in telecommunications or banking, for example, whole phases of infrastructure and institution-building that other countries had to go through have been by-passed by nations that got a later start down that road.
Using Technology to Teach the Art of Asking Questions
Technology is continually changing the world around us, including through the increasing automation of jobs and tasks we once thought required human capabilities. Machines are becoming ever better and faster at answering a variety of questions, and in many cases now vastly surpass human productivity. But one skill that remains inherently human? Asking important and interesting questions needed to solve the problems at hand.
World Teachers’ Day: A time to recognize the challenges facing our teachers | Brookings Institution
Teachers are one of the most important factors affecting whether and what children learn. Outside of immediate families, teachers have the greatest influence on young women and men during their transition to adulthood, while the quality of teaching has a significant impact on children’s learning in school. In a study of 15,000 teachers across Latin America, students’ learning outcomes were more influenced by a strong or weak teacher than by bad or good school.
Skills in the digital age—How should education systems evolve? | Brookings Institution
1.1 What’s the issue? At no point in history have more children been enrolled in formal education. Thanks to global commitments and movements such as the Millennium Development Goals and Education For All, more than 90 percent of all primary-age children are now in school. But efforts to expand children’s education have served to obscure the surreptitious rise of a global learning crisis.
Rethinking Education in a Changing World
Earlier this year, we visited developers from IBM Watson, famous for creating the intelligent machine that beat both the world’s top chess player and the long-time Jeopardy! champion. IBM’s work to simulate the intelligence and actions of humans has reached the level of science fiction, prompting the question: What will the world look like in the future?
How overlooked innovations can streamline education systems
Editor’s note: As part of the Skills for a Changing World project, this blog series explores opportunities for innovation in education to develop breadth of skills. In recent weeks we have been exploring innovations in education like employing a hands-on, minds-on approach to teaching and learning and unburdening teachers of non-teaching related tasks—that can accelerate progress and deliver the breadth of skills all young people need to be successful today and in the future.
How overlooked innovations can streamline education systems
Editor's note: As part of the Skills for a Changing World project, this blog series explores opportunities for innovation in education to develop breadth of skills. In recent weeks we have been exploring innovations in education like employing a hands-on, minds-on approach to teaching and learning and unburdening teachers of non-teaching related tasks—that can accelerate progress and deliver the breadth of skills all young people need to be successful today and in the future.
Skills for a changing world: Advancing quality learning for vibrant societies
Editor's note: To learn more about events and read research from the Skills for a Changing World project, please find the full series here and sign up for regular email updates here. Preparing children for the future How can we best prepare children for success in their lives and livelihoods? From hunter-gatherer societies to early civilizations, and into modernity, generations have grappled with this key question.
Skills for a changing world: Advancing quality learning for vibrant societies
Preparing children for the future How can we best prepare children for success in their lives and livelihoods? From hunter-gatherer societies to early civilizations, and into modernity, generations have grappled with this key question. As they do, our definition of what counts as a high quality education has evolved, as have the sites used to prepare children for their future.
Raising The Global Ambition for Girls' Education
In 1948, the world’s nations came together and agreed that “everyone has a right to education,” boys and girls and rich and poor alike. This vision set forth in the Universal Declaration of Human Rights has been reinforced over the decades and today the girls who still fight to be educated are not cases for charity but actively pursuing what is rightfully theirs.
Show More
loading
Actions
Is this you?
As a journalist, you can create a free Muck Rack account to customize your profile, list your contact preferences, and upload a portfolio of your best work.Get in touch with Eileen
Contact Eileen, search articles and posts on X, monitor coverage, and track replies from one place.
Learn more about Muck Rack