Our International Curriculum Analysis builds a knowledge base that will allow countries to make the curriculum design process more systematic. It supports international peer learning and evidence-based debates among the project’s stakeholders.
OECD Education 2030 has identified five common policy areas:
The International Curriculum Analysis covers four branches:
|Policy Questionnaire on Curriculum Redesign (PQC)||The PQC exercise gives countries the opportunity to learn from peers about good practices and challenges on curriculum redesign, policy initiatives and strategies. It also maps trends across multiple country contexts.|
|Curriculum Content Mapping (CCM)||The CCM exercise aims to identify the extent to which competencies reflecting emerging demands are present in countries’ existing curriculum. The results will provide important benchmarking and comparative data, which can help future curriculum development.|
|Stock-taking Exercise on Physical & Health Education||This exercise marks the first time that the OECD has focused on physical and health education as part of its policy analysis. It will take stock of research evidence on the effects of physical education/health education. It will also aim to uncover new knowledge on the state of physical education/health education policies, curriculum, practices and perspectives in various countries.|
|Mathematics Curriculum Document Analysis Project (MCDA)||The MCDA project investigates the extent to which countries have incorporated broad perspectives on mathematical literacy and 21st century skills in their current mathematics curriculum, making use of a 21st Century Mathematics Framework developed for this project in conjunction with PISA 2021.|