Promotes anytime and anywhere learning at one's own pace with campus-wide lecture capture initiative (Project ReWIND) Promotes collaboration, peer learning and digital literacy in the future collaborative classroom (Project X-Space) Enhances learner's interaction, engagement, and collaboration with module sites (Project Transformer)

Much has been told about how to blend the more and less able learners within the massified Education process, but I will rather question the impact of the personal typologies of the teachers and learners within the STEM Education and mention the new horizons we might encounter with the help of the new technologies.

Over centuries, the development of the teaching and learning swapped repeatedly, roughly speaking, between two main phases:

... >>> Teaching Facts >>> Engaging the Intellect >>> Teaching Facts >>> …

Both can be done in a useful and practical way, or the opposite. But in recent decades the tendency to "Teaching Facts" was perhaps stronger than ever before. Moreover, there were many other risk factors appearing: too much specialisation, fit for purpose training, unrealistic expectation from new web based technologies, etc.

The talk will illustrate the problems on the role and position of Mathematics within STEM, in particular in the view of my own rich experience at the Masaryk University and our ongoing project "A Brisk Guide to Mathematics". On the way, I want to pay particular attention to the potential of the new technologies including rich media, on-line learning, and further web based communication techniques.

The Office for National Education Standards and Quality Assessment (Public Organization) or ONESQA has been established with a mandate of the National Education Act of 1999 to assess educational quality and standards of all level of educational institutions, including basic education, vocational education and higher education, once every five years. The same law stipulated that ONESQA's functions also involve the formulation of criteria and methodology for external quality assessment (EQA), as well as training and certification of EQA assessors.

Since its inception in 2000, ONESQA has performed three cycles of quality assessment at the national level. The First Cycle was from 2000 to 2005 aimed to assure the current educational management meets the need of the QA system; the Second Cycle was from 2006 to 2010 aimed to verify the standard of institutions; and the Third Cycle was from 2011to 2015 aimed to verify the standards of institution and its relevant areas to enhance the quality of education based on outputs, outcomes and impacts together with the variation of all the institutions.

The Third Cycle of External Quality Assessment began in 2011 and will be completed by 2015. After a decade of quality assessment, the Third Cycle attempts to differentiate the role of ONESQA from that of the Ministry of Education (MoE), which is responsible for internal quality assessment (IQA). While MoE is mandated to focus on the input and process of quality assurance (QA), ONESQA is responsible for OA output and outcome. Additionally, the Third Cycle was launched with a new paradigm shift for quality; ONESQA has launched four innovative actions to enhance quality of Thai education as a whole. These four EQA Innovations are: First action is the 1-4-9 Model, a voluntary action with zero-budget project that invites educational institutions with very good quality level to help other 9 institutions with lower quality level to improve their educational quality. Second action is the 3-Dimensional KPIs that are classified into 3 indicators: Basic Indicators are compulsory and fundamentally linked to the IQA system; True Identity Indicators focus on building uniqueness of the institution; and Social Responsibility Indicators involve benevolent action in making suggestions and solving social and community problems. Third action is the QC-100 that will obtain feedback from all institutions back to ONESQA for continuous improvement for the development of EQA assessors. Fourth action is the Area-Based Assessment (ABA) that will focus on conducting EQA for all basic, vocational and higher education institutions in the same province in the same fiscal year. The objective is to obtain up-to-date information about situation of the quality of education of that particular province so that the information will be feedback to all stakeholders (local administration sectors of the province, industrial sector, employment of school-leavers and graduates, parents, etc.) to take common and concerted efforts and solution to solve issues of quality of education of the province.

Moreover, the operation of ONESQA is based on "BTS" slogan. "B" is for the creation of better world citizen. "T" stands for together—we will do it better if we unite to do it together and "S" is to simplify the QA system that will facilitate the operation of education institutions, as well as, EQA assessors and ONESQA. For the upcoming Fourth Cycle EQA in 2015 - 2020, ONESQA will continue to utilize the same slogan to enhance education quality of all institutions.