Audit and verify quality educational and AI technologies used in schools
EDDS/Velislava Hillman
(
Scientific community
)
#SDGAction53211
Description
Independent audit and assessment of advancing algorithmic educational technologies and platforms used in education across the following criteria:
- human rights, algorithmic fairness
- laws, standards and socio-ethical principles
- pedagogy and impact evidence
- age appropriate designs and accessibility
1. engage all stakeholders to create onboarding and 'primitives data collection' and mapping of local legal frameworks and cultural uniqueness around education in order to adjust the enquiries and the assessment framework
2. engage education technology vendors
3. onboarding and assessment: data collection
4. external peer review from experts review the collected data and develop reports per audited and assessed vendor
5. report with recommendations for corrective actions are issued confidentially to each assessed vendor
6. corrective actions are addressed
7. follow-up assessment following the corrective actions is conducted
8. report is provided to the relevant authorities
9. seminar and roundtable event with all stakeholders is organised to deliberate the first round of audits and assessment
10. schools are informed and aware of the quality and level of ethical practices of the education technology vendors they plan to or already work with.
11. Evaluate the assessment framework along with the key participant stakeholders and update where necessary accordingly
12. Replicate with a wider cohort of education technology vendors
13. develop platform of assessment where all schools and educational institutions can access and view which vendors are assessed, undergoing evaluation, or whose certifications of assessment may have expired and so on.
14. Provide guidance to other regions and jurisdictions on how to adopt this auditing regime of their education technology sector for the protection of children, their rights to education, their privacy and wellbeing.
through several key participant stakeholders:
- government/regulator authority
- educational institution
- local relevant research coordinator/participant
- education technology business(es) representative(s)
- auditor/assessor
- external peer reviewer(s) reviewing the audited vendor's data around the key criteria (human, rights, algorithmic fairness, laws, standards, socio-ethical principles, pedagogy, impact evidence, age appropriate and accessibility designs)
Edtech Impact
What Works Education
Education Alliance Finland
WikIT AS
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Action Network
Type of initiative
Share
Timeline
Entity
SDGs
Other beneficiaries
- children and young people
- families
- teachers and school staff and leaders
- policymakers
- societies and their cultural and unique values
More information
Countries
Contact Information
Velislava (Veli) Hillman, Dr