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Early childhood and schools

Personalising Education

 

Table of contents | Multilingual summaries | How to obtain this publication


ISBN: 9264036598
Publication: 16/02/2006
Pages: 126

  

Personalising Education

There is a growing awareness that one-size-fits-all approaches to school knowledge and organisation are ill-adapted both to individuals’ needs and to the knowledge society at large. To move beyond uniform, mass provision can be described as “personalisation” of education and of public services more widely.

But personalisation can mean many things and raises profound questions about the purposes of and possibilities for education. What are the policy challenges to be addressed in furthering personalisation? What do the learning sciences, including burgeoning research into brain functioning, have to contribute in pointing the way ahead? What are the constraints imposed by key stakeholders in education systems – including teachers, parents and employers, and how should these be met?

Such questions are addressed in this new volume in the OECD's Schooling for Tomorrow series, with contributors from Canada, Denmark, France, Germany and the United Kingdom.

Table of contents

Executive Summary
Introduction
Chapter 1. Choice and Voice in Personalised Learning

  • The social democratic settlement
  • The five components of personalised learning
  • Choice and voice
  • Gifted and talented provision
  • Conclusion

Chapter 2. Personalised Learning? New Insights into Fostering

  • Learning Capacity
  • Development of key skills
  • Levelling the playing field
  • Motivating learners
  • Collaborative knowledge-building
  • New methods of assessment
  • Using technology
  • New roles for teachers
  • Conclusion

Chapter 3. Brain Research and Learning over the Life Cycle

  • The brain is always learning
  • From examples to rules
  • Mechanisms for learning individual items and general patterns
  • Phases, stages, and windows
  • Schooling and learning for life
  • Emotions and learning
  • The decreasing rate of learning with age
  • Learning, age and wisdom
  • Conclusion

Chapter 4. Personalised Learning and Changing Conceptions of Childhood and Youth

  • Identity as key to self-understanding
  • The construction of childhood – an historical perspective.
  • Conclusion

Chapter 5. Policy-making to Promote Personalised Learning

  • The context and challenge of the personalisation agenda
  • Education policy convergence
  • Human learning occurs at many levels

Chapter 6. Personalised Learning 2025

  • Why has personalised learning not advanced further?
  • The future
  • Stakeholders
  • Scenarios
  • Conclusion

Chapter 7. The Future of Public Services: Personalised Learning

  • Approaches to personalisation
  • Bespoke service
  • Mass customisation
  • Mass-personalisation
  • Personalisation through participation
  • What mass-personalisation means for schools and teachers?
  • Conclusion

Chapter 8. Personalisation: Getting the Questions Right

  • The goal
  • Recent movement
  • Personalisation divides: demand-side/supply-side, public/private
  • A range of personalisation prospects
  • Institutional constraints
  • Entry points to system-wide change
  • Conclusion

Multilingual summaries

How to obtain this publication

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