Children will be taught how to budget and how mortgages work as the government seeks to modernise the national curriculum in England's schools. They will also be taught how to spot fake news and disinformation, including AI-generated content, following the first review of what is taught in schools in over a decade. Education Secretary Bridget Phillipson said the government wanted to revitalise the curriculum but keep a firm foundation in basics like English, maths and reading. Head teachers said the review's recommendations were sensible but would require sufficient funding and teachers. The government commissioned a review of the national curriculum and assessments in England last year, in the hope of developing a cutting edge curriculum that would narrow attainment gaps between the most disadvantaged students and their classmates.

Introduction: Poor educational quality in Secondary Schools is still regarded as one of the major struggles in 21st century Uganda - especially in rural areas. Research identifies several problems, including low quality or absent teacher lesson planning. As the government pushes towards the implementation of a new curriculum, exiting lesson plans become obsolete and the problem is worsened. Using a Retrieval Augmented Generation approach, we developed a prototype that generates customized lesson plans based on the government-accredited textbooks. This helps teachers create lesson plans more efficiently and with better quality, ensuring they are fully aligned the new curriculum and the competence-based learning approach. Methods: The prototype was created using Cohere LLM and Sentence Embeddings, and LangChain Framework - and thereafter made available on a public website. Vector stores were trained for three new curriculum textbooks (ICT, Mathematics, History), all at Secondary 1 Level. Twenty-four lessons plans were generated following a pseudo-random generation protocol, based on the suggested periods in the textbooks. The lesson plans were analyzed regarding their technical quality by three independent raters following the Lesson Plan Analysis Protocol (LPAP) by Ndihokubwayo et al. (2022) that is specifically designed for East Africa and competence-based curriculums. Results: Evaluation of 24 lesson plans using the LPAP resulted in an average quality of between 75 and 80%, corresponding to "very good lesson plan". None of the lesson plans scored below 65%, although one lesson plan could be argued to have been missing the topic. In conclusion, the quality of the generated lesson plans is at least comparable, if not better, than those created by humans, as demonstrated in a study in Rwanda, whereby no lesson plan even reached the benchmark of 50%.

New economic research reveals that teaching Artificial Intelligence (AI) skills in secondary schools could help to fill increasing demand for computer science and AI related roles, supporting on average £71 billion of economic output annually to 2030 in the UK economy. The report – commissioned by Amazon from Capital Economics – estimates that demand for jobs that require computer science, AI or machine learning skills in the UK are expected to increase by 40% over the next five years. In addition, research that looked at the potential future use of AI by UK businesses estimates that expenditure on AI-related labour could increase from £46 billion in 2020 to between £80 billion and £103 billion by 2025. In order to have enough AI talent in the UK workforce to fill computer science jobs by 2030, students will need to experience some form of AI-based learning during secondary school. An insufficient supply of skilled labour is one of the reasons why UK businesses are slow to adopt AI, with just 15% of UK businesses having currently adopted the technology.

The idea of including the topic of artificial intelligence in school curricula begins in the far north-east of Italy, specifically from the "Bunarrotti" secondary school in Monfalcone, where Dean Vincenzo Kaiko He also talked about creating a real network of schools that intend to offer educational courses to their students on this subject. Vincenzo Kaiko explains it Data science and artificial intelligence They are scientific disciplines closely related and related to other fields of knowledge such as mathematics, natural sciences, humanities, and economics, which together represent the most interesting frontier of new information and communication technologies. Integration of the study of data science and artificial intelligence into the high school track – Monfalcone School Principal adds It can allow male and female students to gain important basic knowledge in rapidly expanding fields of science and technology, both in terms of broadening their cultural background and in terms of orientation towards university studies. The study of these two disciplines also allows for logical development – mathematical skills, analytical and abstract skills, ability to solve problems and creativity, in an interdisciplinary and mutually enriching relationship both with mathematics, physics and the natural sciences, and with the humanistic disciplines." There are currently four Italian schools that have independently started secondary school curriculum studies with the aim of data science and artificial intelligence: these are Maserati High Schools in Foggera, Volta in Reggio Calabria and Galilei in Trento.

Over 100 Guyanese students will benefit from the Spark Programme – an artificial intelligence and leadership initiative – aimed at equipping them to grow their technological skills and create economic opportunities. The programme is in collaboration with two overseas-based Guyanese, Professor and Scientist at the University of Michigan, Jason Mars and Denise Hilliman, a former science educator and the Chief Executive Officer of Lead Mindset – leadership curriculum. The programme is being facilitated by the Ministry of Education. Mars and Hilliman will be sharing their knowledge of artificial intelligence, technology and leadership with students here. "We have come together to do something for our people and to bring the successes we have in the diaspora and come back home to spark the pathway to ignite innovation and perhaps a transformation in technology and economic prosperity by working on what is on the minds of our young people," Mars said at the launch of the programme at the National Centre for Educational Resource Development (NCERD), Kingston, Georgetown.

The introduction of automated deduction systems in secondary schools face several bottlenecks, the absence of the subject of rigorous mathematical demonstrations in the curricula, the lack of knowledge by the teachers about the subject and the difficulty of tackling the task by automatic means. Despite those difficulties we claim that the subject of automated deduction in geometry can be introduced, by addressing it in particular cases: simple to manipulate by students and teachers and reasonably easy to be dealt by automatic deduction tools. The subject is discussed by addressing four secondary schools geometry problems: their rigorous proofs, visual proofs, numeric proofs, algebraic formal proofs, synthetic formal proofs, or the lack of them. For these problems we discuss a lesson plan to address them with the help of Information and Communications Technology, more specifically, automated deduction tools.

I started getting interested in coding when I was about 11. I joined a local community lab where biologists and computer scientists come together and conduct experiments. I wanted to join the lab because my brother was really into biology and at the time I wanted to be exactly like him. I was too young to participate in the experiments, so my mentor pushed me more towards coding. Then a couple of years ago my mum had a third-degree heart block and had to go to hospital where she was hooked up to so many different wires to monitor her health.

At a packed hall in Lagos, a gathering of education and technology enthusiasts cheered for a milestone moment: the launch of Nigeria's first book on artificial intelligence for primary and secondary schools. The eight-chapter book illustrated with animations is written by Olubayo Adekanmbi, convener of Data Science Nigeria (DSN). His organisation has taken an active role in democratizing artificial intelligence application and research in Nigeria. With a suite of hands-on training programmes, toolkits and events, Data Science Nigeria aims to increase Nigeria's presence on the global AI map. "AI is a catalyst for good that creates new frontiers," Adekanmbi said, in his remarks at the launch.

GCSEs should be scrapped and A-levels should be replaced by a mix of academic and vocational subjects, says Robert Halfon, chairman of the Education Select Committee. His radical rewriting of England's exam system is designed to give young people a much broader range of skills for their working lives. The former Tory minister says GCSEs for 16-year-olds have become "pointless". The Department for Education defended GCSEs as "gold standard" exams. But head teachers' leader Geoff Barton said the ideas had a "lot of merit".

Photos of an artificial intelligence textbook for Chinese preschoolers have gone viral. Artificial Intelligence Experiment Materials is a 33-volume textbook series aimed at Chinese students from kindergarten to high school that was published this July by Henan People's Publishing House. AI researchers from Google, the Institute of Automation of the Chinese Academy of Sciences, and key Chinese universities collaborated on the textbooks, which pertain to an AI education initiative launched this July by the China Education Technology Association Smart Learning Committee and UNESCO. The aim is to democratize AI education in 100 Chinese schools, introduce pre-teens to the basics, strengthen teenagers' capability for using intelligent and applied technologies, and help train hundreds of new AI teachers. Also included in the initiative is a cloud-based AI e-learning platform that students can access via PC or WeChat.