IEA IRC Day 2 Roundup

The second day of IEA IRC continued to dive deep into trends and challenges of education research.

IRC participants got to learn more about education in the UAE during a morning expert panel discussion on our host country's education system in relation to IEA studies. Following the discussion, it was possible to meet UAE Ministry of Education representatives and ask questions on-site or online in a hybrid session. 

The keynote speech by Prof Geoff Masters of the Australian Council for Educational Research (ACER) on the assessment of deep learning was the perfect segue into a day full of engaging talks and discussions. 

Day 2 of the IRC was also an opportunity for the attendees to learn more about IEA as an organization in an online exhibition booth hosted by IEA's Head of Communications Katie Hill. In the afternoon, participants could familiarize themselves with ILSA Gateway—a portal with comprehensive information on each ILSA study, including direct links to data and documents on the various external study websites, a database of study-related research papers, and announcements of recent news and upcoming events—in a virtual booth led by Dr Nathalie Mertes and Aysel Gojayeva from IEA's Research and Analysis Unit. 

Notably, a panel led by IEA Senior Research and Liaison Adviser Dr Paulína Koršňáková offered a first look at a new book from the IEA Research and Education Series titled Dinaric Perspectives on TIMSS 2019: Teaching and Learning Mathematics and Science in South-Eastern Europe, a regional report made possible through the funding and support of the European Commission. This open access book brought together national experts from across the Dinaric region who rigorously reviewed IEA’s TIMSS 2019 grade four data and developed a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results.

Dinaric perspectives

The rest of the afternoon explored topics such as reflections on IEA civic education studies' contributions to research and practice, findings on computer use for instructions before and after the pandemic using ICILS 2018 and ICILS Teacher Panel data, as well as methodological issues in working with ILSA data. 

We thank the participants for their continued engagement, stimulating questions, and continued interest in IEA studies, publications, and data. 

Posted: 17.11.2021