ANNEX

DISCUSSION TOPICS FOR THE 14TH ISTP

SESSION 1: FUTURE OF LEARNING AND IMPLTCATIONS FOR TEACHING

Preamble: The lulure that our students will lace is filled with uncertainty and
change. To continue to remain relevant, education systems musl
. empo\ryer our students lo navigate these changesand succeed in
the future by equipping them with the requisite knowledge.
. competencies, values and dispositions. Teachers are key
enablers ol this endeavour, and it is imperative lhat governments
and teacher organisations collaborate to support teachers in
. exploring and enacting pedagogies, and designing learning
environments that support studenl attainment ol future-ready
competencies, through policies, processes and teacher
prolessional development.

DtseusstoN QuEsnoNS

1 How do schools lacilitate the development o[ fulure-ready competerrcies in

sludents through their programmes, leaching and learning environments, and
pedagogies, and how can schools be supported to achieve lhese aims?

2. How can governnrenls, leacher organisations and schools work collaboratively

to equipteachers in supporling the altainment of furture-ready student
competencies. lhrougtr policies, processes and teacher prolessional
developnrerrt?
 ANNEX

SESSION 2: ROLE OF TECHNOLOGY lN TRANSFORMING EDUCATION AND

VOCATIONAL TBAINING

Preamble: There is immense potential lor technology to transform student

Iearning rn general education and vocalional education and
training. Technology can be harnessed to complemenl and
augment current teaching and learning practices, and enhance
'support for learner-specif ic needs, interests and
abilitles. Central
to these etforts are establishment ol standards to ensure
prolicient and sale use ol technology in teaching and learning
environments, and teacher professional development that
empowers educators to embrace technology as a lransformative
tool in their practice.'

DrscussroN QUESTtoNS

Flow can schools, vocational education and training instifutions, and leachers
leverage technology to enhance collaborative learning, creale customised
learning and assessmenl experiences, and promote studenl agency to
facilitate and enrich student learning?

2 What stan(lards and guidelines can governmenls, teacher organisalions,

schools, and vocalional education and training instltulions establish to ensure
and support elfective use ol lechnology in teaching and learning, including
slandards and guidolines lor teacher professional development. arrd
partnersllips wilh industries?
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SESSION 3: PARTNERSHIPS TO SUPPORT LEARNING FOR LIFE

Preamble: Student learning encompasses learning beyond the walls o{ the

classroom and school. Pannerships wilh parents, communities,
inslitutes of higher learning and industries provide valuable
authenlic learning experiences and opportunities for students to
discover and deepen their interesls, passions, values and beliels
about themselves and otheIs. Schools are organisations where
teachers are empowered to forge meaningful pannerships to
enrich student learning and toster the spirit and disposition to learn
lor lire, while strengthening schools' relevance to the local
community.

ussroN QUESTToNS

Horv.can schools foster partrrerships with stakeholders (including parents,

communities, institules of higher learning and industries) to enrich studant
learning and strengthen supporl for lilelong learnirrg?

2 How can governments, teacher organisations and schools work collaboratively

to equip teachers wilh the knowledge and skills, and provide resources to
ellectively engage ancl builtl sustained partnerships that support sttrdent
learning?