[:kk][bt_section layout=”boxed” top_spaced=”topExtraSpaced” bottom_spaced=”bottomSpaced” skin=”dark” full_screen=”no” divider=”no” back_image=”6411″ back_color=”” back_video=”” video_settings=”” parallax=”0.1″ parallax_offset=”” el_id=”” el_class=”” el_style=”” vertical_align=”btBottomVertical” animation=”” animation_back=”” animation_impress=””][bt_row][bt_column width=”1/1″ align=”left” vertical_align=”inherit” border=”no_border” cell_padding=”default” animation=”no_animation” text_indent=”no_text_indent” highlight=”no_highlight” background_color=”” transparent=”” el_class=”” el_style=”” background_image=””][bt_header superheadline=”NIS Халықаралық Ғылыми-тәжірибелік Конференциясы” headline=”Жүзден жүйрік спикерлер” headline_size=”medium” dash=”bottom” subheadline=”” el_class=”” el_style=””][/bt_header][/bt_column][/bt_row][/bt_section]
Дэвид Лич
David has over 30 years’ experience in education projects across the world – most recently working in Colombia, Mexico, UK, Oman, Laos, Kazakhstan, Chile, Jamaica and USA. Dave has worked at all levels of education from early years to university, designing technology and digital solutions, supporting outsourcing and managed services, delivering in-school assessments and managing large scale national assessment programmes. More recently, Dave has led the PISA assessment framework contracts within PISA 2015, PISA 2018, PISA for Development and PISA 2021. His current responsibilities include identifying and working on projects that drive improvements in learning outcomes based on a holistic and balanced measurement-input-improvement cycle.
Destination Known. How assessing the impact of schooling over the long term helps shape education policy
By examining the undergraduate, graduate, and career outcomes of alumni, school systems can assess their impact and improve outcomes for the next generation of students across Kazakhstan. This talk explores some of the longitudinal surveys in existence today and how they can drive education change and policy.
[:ru][bt_section layout=”boxed” top_spaced=”topExtraSpaced” bottom_spaced=”bottomSpaced” skin=”dark” full_screen=”no” divider=”no” back_image=”6411″ back_color=”” back_video=”” video_settings=”” parallax=”0.1″ parallax_offset=”” el_id=”” el_class=”” el_style=”” vertical_align=”btBottomVertical” animation=”” animation_back=”” animation_impress=””][bt_row][bt_column width=”1/1″ align=”left” vertical_align=”inherit” border=”no_border” cell_padding=”default” animation=”no_animation” text_indent=”no_text_indent” highlight=”no_highlight” background_color=”” transparent=”” el_class=”” el_style=”” background_image=””][bt_header superheadline=”NIS Международная научно-практическая конференция” headline=”Инноваторы в образовании” headline_size=”medium” dash=”bottom” subheadline=”” el_class=”” el_style=””][/bt_header][/bt_column][/bt_row][/bt_section]
Дэвид Лич
Дэвид Лич имеет более 30 лет опыта работы в образовательных проектах по всему миру – в последнее время он работал в Колумбии, Мексике, Соединенном Королевстве, Омане, Лаосе, Казахстане, Чили, Ямайке и США. Дэвид работал на всех уровнях образования от дошкольного до высшего, проектируя технологии и цифровые решения, оказывая услуги аутсорсинга и управления, осуществляя мониторинг и оценку в школах и руководство крупномасштабными национальными программ по оцениванию. Также, Дэвид внес значительный вклад в формирование концептуальной рамки исследования PISA: PISA 2015, PISA 2018, PISA для развивающихся стран и PISA 2021. В данное время Дэвид Лич работает над проектами, которые ведут к улучшениям результатов обучения, основанных на целостном и сбалансированном цикле «оценка-вклад-улучшение».
Известное направление. О важности оценивания долгосрочного эффекта обучения в школе для выработки образовательной политики
Изучая результаты выпускников школ во время их дальнейшего обучения и развития профессиональной карьеры, школьная система может оценить свою эффективность и улучшить результаты для следующего поколения учащихся в Казахстане. В рамках своего выступления Дэвид расскажет о том, какие долговременные исследования существуют на сегодняшний день и как они могут способствовать изменениям в образовании и политике.
[:en][bt_section layout=”boxed” top_spaced=”topExtraSpaced” bottom_spaced=”bottomSpaced” skin=”dark” full_screen=”no” divider=”no” back_image=”6411″ back_color=”” back_video=”” video_settings=”” parallax=”0.1″ parallax_offset=”” el_id=”” el_class=”” el_style=”” vertical_align=”btBottomVertical” animation=”” animation_back=”” animation_impress=””][bt_row][bt_column width=”1/1″ align=”left” vertical_align=”inherit” border=”no_border” cell_padding=”default” animation=”no_animation” text_indent=”no_text_indent” highlight=”no_highlight” background_color=”” transparent=”” el_class=”” el_style=”” background_image=””][bt_header superheadline=”NIS International Research-to-Practice Conference” headline=”Inspirational Speakers” headline_size=”medium” dash=”bottom” subheadline=”” el_class=”” el_style=””][/bt_header][/bt_column][/bt_row][/bt_section]
David Leach
David has over 30 years’ experience in education projects across the world – most recently working in Colombia, Mexico, UK, Oman, Laos, Kazakhstan, Chile, Jamaica and USA. Dave has worked at all levels of education from early years to university, designing technology and digital solutions, supporting outsourcing and managed services, delivering in-school assessments and managing large scale national assessment programmes. More recently, Dave has led the PISA assessment framework contracts within PISA 2015, PISA 2018, PISA for Development and PISA 2021. His current responsibilities include identifying and working on projects that drive improvements in learning outcomes based on a holistic and balanced measurement-input-improvement cycle.
Destination Known. How assessing the impact of schooling over the long term helps shape education policy
By examining the undergraduate, graduate, and career outcomes of alumni, school systems can assess their impact and improve outcomes for the next generation of students across Kazakhstan. This talk explores some of the longitudinal surveys in existence today and how they can drive education change and policy.
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