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Curriculum (Re)Design | a Series of Thematic Reports Curriculum (re)design A series of thematic reports from the OECD Education 2030 project OVERVIEW BROCHURE DISCLAIMERS: This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. The OECD freely authorises the use of this material for non-commercial purposes, provided that suitable acknowledgment of the source and copyright owner is given. All requests for commercial uses of this material or for translation rights should be submitted to [email protected]. © OECD 2020 All photographs are courtesy of shutterstock.com. Curriculum (re)design A series of thematic reports from the OECD Education 2030 project OVERVIEW 2 | CURRICULUM (RE)DESIGN Foreword Curriculum is a powerful lever for changing student stakeholders, including government representatives, performance and well-being, and for preparing students teachers and school leaders, teacher educators, to thrive in and shape the future. It can help to ensure international organisations, social partners, thought consistent levels of quality across types of education leaders, academic experts and, most importantly, provision and age groups, contributing to a more equitable students themselves.1 system. It can also guide and support teachers, facilitate communication between teachers and parents, and Specifically, the project aims to support countries in ensure continuity across different levels of education. their efforts to respond to the following far-reaching questions: However, curriculum can equally limit the creativity and agency of students and teachers if there is not sufficient l What kinds of knowledge, skills, attitudes and space for them to explore their own interests and sense values are necessary to understand, engage with of purpose. Also, if curriculum remains unchanged for and shape a changing world towards a better years, it may lack the necessary innovation to adapt future in 2030? to changes in society. Therefore, countries periodically reform curriculum to ensure that it is relevant to l How can policies and practices be transformed students and to the world outside of school. effectively to support young people’s learning and well-being in the context of changing societies and Around 2015, amid growing global debate on economies? globalisation and migration, climate change, and technological advancements such as artificial The answer to the first question has developed intelligence, countries began to revisit questions on into a comprehensive future-oriented learning the kinds of competencies students would need for the framework, the OECD Learning Compass 2030. The future and how these could best be fostered through three transformative competencies set out in the curriculum. Furthermore, while curriculum had long Compass (creating new value, reconciling tensions been considered a highly domestic issue with high- and dilemmas, and taking responsibility) are more stakes and sensitive political implications, there was a relevant than ever during the current COVID-19 clearly identified need to consolidate an evidence base pandemic – not only for students, but also for teachers, that would support countries in creating systematic parents and everyone striving to navigate through the curriculum design processes. uncertainty, ambiguity and complexity of our daily lives. It’s time to determine if we are equipped with To help countries respond to these questions, the OECD these transformative competencies to shape a better Secretariat set out to update the OECD’s Definition and future and work towards well-being for ourselves, for Selection of Key Competencies and to undertake an others and for our planet. international comparative curriculum analysis, and the Future of Education and Skills 2030 (Education 2030) The COVID-19 pandemic has also revealed and project was launched. amplified the weaknesses of current systems. It has highlighted the urgent need to think differently about The project comprises several elements, all how to close the equity gaps that have existed and are characterised by a forward-thinking approach. now growing. The COVID-19 context has accelerated Education 2030 is a resource for education systems this analysis to make it as relevant as possible to striving to respond to an ever-changing world. It is based on cutting-edge research, international data and 1. Information on working methods, data collection and data analysis can be country examples, with input from diverse experts and found at https://www.oecd.org/education/2030-project/ © OECD 2020 OVERVIEW FOREWORD | 3 tackle existing challenges, particularly that of placing Of course, national contexts vary widely, and curriculum student well-being at the centre of curriculum design redesign will naturally and necessarily differ across and redesign. A series of six reports on curriculum will countries. However, the Education 2030 curriculum analyse the following issues: analysis shows that countries often encounter similar issues in curriculum redesign and that there may l managing time lag between today’s curriculum and be much that they can learn from one another’s future needs experiences. l addressing curriculum overload l ensuring equity through curriculum innovations Systematic and evidence-based curriculum design and l realising curriculum flexibility and autonomy implementation likely offer the best chance to equip l embedding values in the curriculum students with the knowledge, skills, attitudes and values l adopting an ecosystem approach to curriculum that they need to shape their future and thrive. This redesign and implementation. series of reports moves us closer to that shared goal. Each report will synthesise the best available research literature, drawing on a wide variety of internationally comparative data sources and rich country examples, to describe current approaches to curriculum redesign, Andreas Schleicher highlight common challenges experienced and Director for Education and Skills promising strategies adopted, and draw out key lessons Special Advisor on Education Policy to the Secretary- from countries’ experiences. General © OECD 2020 4 | CURRICULUM (RE)DESIGN © OECD 2020 CONTENTS | 5 Table of Contents Foreword 2 THE FUTURE OF EDUCATION AND SKILLS 2030 6 The OECD Learning Compass 2030 6 Curriculum Redesign for 2030 9 What is curriculum? 11 What issues are at stake? 22 What are the design principles that endure? 27 READER’S GUIDE 34 References 36 Tables Table 1. The new normal in education 9 Table 2. General structure and scope of curricula across countries 12 Figures Figure 1. Growth mindset and student performance 7 Figure 2. The OECD Learning Compass 2030 8 Figure 3. Traditional curriculum analysis framework – tripartite model 13 Figure 4. The Education 2030 ecosystem approach – multiple nested systems 14 Figure 5. The Education 2030 ecosystem approach to curriculum analysis 16 Figure 6. Global competency in the written (intended) curriculum 17 Figure 7. Relative performance in the PISA Global Competence cognitive test, after accounting for students’ performance in reading, mathematics and science 18 Figure 8. 21st century competencies and key concepts in curricula 23 Figure 9. Types of cross-curricular themes reported by countries/ jurisdictions 25 Figure 10. Universal design for learning 26 Figure 11. Design principles 27 © OECD 2020 6 || CURRICULUMCURRICULUM (RE)DESIGN (RE)DESIGN The first phase of work involved the development of a conceptual framework setting out a future vision of The Future learning towards 2030. This framework became the of Education OECD Learning Compass 2030, launched in 2019. The OECD Learning Compass 2030 The OECD Learning Compass 2030 sets out an and Skills aspirational vision for the future of education. The framework is the product of collaboration among government representatives, academic experts, school 2030 leaders, teachers, students and social partners from around the world who have a genuine interest in supporting positive change in education systems. The overarching mission of the OECD Future of Education and Skills 2030 is to The Learning Compass supports the wider goals of answer big questions in education: education and defines thecompetencies that learners need to thrive in and shape a better future (i.e. to fulfil their potential and contribute to the well-being of l “What” questions – what kinds of their communities and the planet). The metaphor of a competencies (skills, knowledge, values learning compass was adopted to emphasise the need for students to learn to navigate by themselves through and attitudes) do today’s students increasingly volatile, uncertain, complex and ambiguous need to shape the future for individual, contexts and to find their direction towards a better societal and environmental well-being? future in a meaningful and responsible way, instead of simply receiving fixed instructions or directions from their teachers.
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