Petite enfance et établissements scolaires

Education 2030


Register for the webinar - "Education for a better world: The OECD Learning Framework 2030
( Friday 16 February 2018 at 14h (CET)





Competencies to shape the future:
It is about acting rather than to be acted upon, shaping rather than to be shaped
and choosing rather than to accept choices decided by others.

Future of Education and Skills: Education2030

Globalisation, technological innovations, climate and demographic changes and other major trends are creating both new demands and opportunities that individuals and societies need to effectively respond to.

There are increasing demands on schools to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not been anticipated in the past.

One may argue it is still some time away to think of 2030 but this is the world in which those who are beginning primary school today will start their professional careers and those who are in secondary school today will become the core group of the prime working age. The project “Future of Education and Skills: Education2030” will target school education, both general and vocational, while recognising the importance of learning progressions and a life-long learning continuum.

A Brief Introduction to Education2030

Policy makers are facing challenges to make school reform a success, keeping abreast of changes outside school towards the future. The project has two main strands of activities.

Strand 1: Development of a conceptual learning framework relevant for 2030.

Concepts, taxonomies, definitions and technical language used for different dimensions of competencies vary significantly. Thus, international discussions and clarifications on the types of competencies required for the world in 2030 will help support countries to have clearer visions and goals of education systems. Establishing a multidimensional learning framework with a common language could also enable countries, both individually and collectively, to explore recognising student outcomes that are not yet measured but are critical in navigating in time and social space and shaping their own future. Like the OECD Definition and Selection of Key Competencies (DeSeCo), it is also expected that the project will pave the way for the longer-term conceptual development of OECD’s large-scale surveys (most notably PISA).






The OECD Learning Compass 2030:
“Being able to navigate in time and social space to manage their lives in meaningful
and responsible ways by influencing their living and working conditions.”


Strand 2: International curriculum analysis.

Countries are confronted by an array of new needs and requests, which often leads to “curriculum overload”. Furthermore, educational transformation is often disrupted by political cycles or competing objectives, which hinders the sequencing of reforms. Changing one element, e.g. curriculum, assessment, pedagogy, etc., may only be useful if other related elements are changed as well. The project will conduct an international comparative analysis on curriculum so as to build a knowledge base that should contribute to making the process of curriculum design and development evidence-based and systematic (e.g. ensuring focus, rigor and coherence on the curriculum contents).

In a subsequent stage (2019 and beyond), the project could also support countries to explore the kind of learning environments that support the development of these competencies most effectively.


Visual video summary of the 6th IWG meeting in Paris, France, on 23 – 25 October 2017 by Peeter MEHISTO




Visual video summary of the 5th IWG meeting in Lisbon, Portugal, on 16 – 18 May 2017 by Peeter MEHISTO 





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