🔍 Curriculum flexibility and autonomy are crucial considerations for policy makers, practitioners and learners, as they enable targeted opportunities for diverse learners and for new developments. They also support a growth mindset in which stakeholders engage with each other to navigate vulnerabilities, uncertainties, complexities and ambiguities.
🎯 Prescriptive or restrictive curricula are unlikely to nurture transformative competencies. Creating new value, resolving tensions and dilemmas, or taking responsibility for their own learning require students and teachers to reflect on their own actions and those of others as well as find a sense of purpose, intrinsic motivation and future aspirations. These kind of values and attitudes can be fostered through curriculum flexibility and autonomy.
🚀 Untapped opportunities in curriculum flexibility and autonomy lie with the students, and with EdTech industries, which remain largely disconnected from the learning ecosystem. The design of a student-centred, concept-based and competency-driven curriculum is a continuous effort in many countries, and its implementation still requires consistent pedagogies and assessment.
🧭 The OECD - OCDE Future of Education and Skills 2030 (E2030) project, which will evolve into Education 2040, was launched in 2015 to help countries adapt their education systems to better meet the demands of the 21st century. Specifically, the project aims to support countries in their efforts to respond to the following far-reaching questions:
“What” questions - what kinds of knowledge, skills, attitudes and values are necessary for students and teachers to understand, engage with and shape a changing world towards a better future in 2030?
“How” questions - how to design learning environments that can foster these competencies, i.e. how to design and implement future-oriented curricula?
🛣 To successfully foster the competencies it sets out, education systems need to design future-oriented curricula that are appropriate and relevant to their local context. This is part of the “how” question, which the E2030 project addresses by conducting rigorous international curriculum analysis (i.e. descriptive, rather than prescriptive, with the goal of supporting curriculum change processes that are more evidence-based). This has resulted in a series of six thematic reports exploring key policy challenges faced by governments related to curriculum reform [https://lnkd.in/eepDTSaB].
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