Search results
Curricula worldwide have often been tweaked, of course, sometimes to a large extent, but have never been deeply redesigned for all the dimensions of an education: Knowledge, Skills, Character, and Meta-Learning. Adapting to 21st century needs means revisiting each dimension and their interplay: 1 Goldin, C. & Katz, L. (2009).
Most of the education transformation efforts worldwide are focused on the How of education, which is laudable. But very little is being done about the What. Education much needs an innovative global curriculum adapted to the needs of the 21 st century student and society. Please join us on this exciting journey! Charles Fadel Founder and Chairman
- 145KB
- 2
Jun 23, 2022 · The goal is to complement and put in perspective — not replace — detailed guidance from other actors on education sector on system strengthening, reform, and redesign. In essence, we want to ...
Aug 14, 2022 · The educational process is related to equality and especially to what Apple et al. (2022: 3) calls “civic courage.” In other words, the emphasis in the educational process is on the human being. Therefore, education either as knowledge or as a process (planning, implementation, harvesting) has the same democratic rules.
- Tal Rafaeli and Charlotte Jones, Education Development Trust
- Executive summary
- Building on the existing evidence on workforce design and proven practices to enhance learning, and taking into account the global trends, we recommend a set of design principles that can help guide policymakers who seek to redesign their education workforce. An effective process of redesign will:
- Country: Ghana
- Lessons from other sectors
- Leveraging technology for teaching and learning
- Country: USA
- Overview of findings
- What do students and educators value in their teaching and learning experiences?
- What changes would students like to see in their teaching and learning experiences?
- An effective process of redesign will:
- The education workforce: What is happening NOW?
- What might an education workforce (and its system) look like when it can self-improve?
- Self-improving teams
- What steps should educational systems take in a redesign of the education workforce?
- The role of the Ministry
- Conclusion and key considerations for policymakers and stakeholders
- Student welfare
- Pedagogy and quality of education
- Support staff
- Role of technology
- School-level staff recruitment
- Role of middle-tier officials2
- Inclusion and equity
The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on ...
Education systems face the challenge of attracting and retaining an effective education workforce, while meeting the needs of an increasingly diverse student population and keeping up with global trends including rapidly advancing technological innovations. Unfortunately, the design of the education workforce in many countries stems from the indust...
Start with the needs of learners to determine the kinds of adult and technological expertise needed to be present, when, and in what ways. Move from a one-teacher, one-classroom model of education delivery to a team-based and communal responsibility model in which teachers, as the key agents for delivering teaching and learning, are able to focus...
Focus: Technology-enabled use of expert teachers across multiple school sites From a studio in Accra, the Making Ghana Girls Great program delivers quality distance-learning video lessons to marginalized girls in 88 rural schools in the most deprived communities. Using satellite digital technology, literacy and numeracy lessons are delivered by exp...
Working in multidisciplinary teams that include the optimal mix of skills can allow teams of teachers and other school professionals to be flexible and maximize their expertise in responding to specific challenges. Multidisciplinary teams ensure the most efficient and effective delivery of health care to patients by using collaboration and enhanced...
Technology can expand learning opportunities and experiences for diverse students allowing greater differentiation of the teacher role and/or enabling changes to the teacher role. Case Study 4: Example of team teaching in public schools Program: Arizona State University and Avondale School District
Focus: Co-teaching team models driven by the districts in collaboration with higher education teacher preparation entities ASU is partnering with school districts to prototype systems that provide more relevant and team-based apprenticeship experiences for teacher candidates, develop more professionally rewarding leadership and collaborative experi...
For more comprehensive findings refer to our fieldwork reports (Primary Research on the Design of the Education Workforce in Ghana and Primary Research on the Design of the Education Workforce in Vietnam). Our findings in brief highlighted the following:
Overall, students in both Ghana and Vietnam value: Peer collaboration and opportunities through which they are able to learn from each other Specialist teachers who are enthusiastic about their subjects (primarily at the secondary level) Experiential learning opportunities through which students can learn through practice. In both countries stude...
Students in both countries emphasized a desire for: Improved learning spaces — Suggestions included updating of brick and mortar infrastructure including classrooms and ablution areas especially for girls. More opportunities for peer learning — In Vietnam, students emphasized wanting more opportunities to engage in the arts and other student-driven...
Take the needs of students as learners as the starting point for considering and determining which members of the education workforce need to be present, when, and in what ways. Move from a one-teacher, one-classroom model of education delivery to a team-based and communal responsibility model in which teachers, as the key agents for delivering tea...
The NOW education workforce model is generally organized under three tiers: the ministry tier, the middle tier (e.g., region, district, cluster), and the school tier. Although these layers vary across countries and education systems that may be significantly more complex, they serve as adequate generalizations to frame our discussion. The curre...
We start the NEXT model with the same three-tier system that reflects most current education workforces, yet we demonstrate how these tiers may be different in a new education workforce model predicated upon seven design principles of an education workforce. In this proposed model, the traditional three tiers of ministry, district, and school level...
In essence, educator teams, however configured for context and cultural considerations, become what we might refer to as “self-improving” teams. These models curtail the isolation of teachers and, simply by the nature of creating an organizational structure that mirrors most other professional organizations, can begin to professionalize the profess...
For any educational system to move forward in a redesign of its education workforce, a critical analysis of current systems and readiness for change is a crucial first step. In this section, we provide a brief overview of key considerations that can support educational systems to contextualize what their NEXT and FUTURE education workforces might c...
Although a redesign of the state-level, or “Ministry,” workforce and operational system is beyond the scope of this paper, it is important to note what the function of a ministry of education would need to be in the illustrative FUTURE models. We provide these ideas as possible starting points but acknowledge that more targeted research around this...
To achieve the SDG4 goal of supporting quality and inclusive education for all, the education workforce and the education system in which it operates need to rapidly evolve. Innovation in education is needed not only in terms of curriculum content but also in the workforce and artifacts (e.g., technology) used to deliver education. As demand for qu...
Concern for pupil welfare is often central to the identity of teachers, school leaders, and other members of the education workforce at basic schools in Ghana and Vietnam. In Ghana, teachers derive much job satisfaction in solving problems relating to pastoral or community issues and were observed undertaking a range of related activities such as d...
Raising and maintaining standards of learning are a priority for head teachers and district staff in Ghana and Vietnam but their working days are currently dominated by administration and management focused on process compliance — monitoring and supervising teacher punctuality, attendance, and submission of lesson plans. Such tasks are undertaken c...
● The Ghana secondary schools benefited from teams of support staff, but there was no staff support for administration, pupil welfare, or maintenance of the premises in any of the basic schools. This impacted the activities of senior teaching staff. Basic school head teachers undertake activities as diverse as the hiring of night watchmen, supervis...
● Field researchers noted several examples of teachers in Ghana and Vietnam using their own digital devices for lesson preparation and communication. Moving forward, there was a strong appetite from educators and students to draw more extensively on digital resources; digital technologies were seen as central to future ways of teaching and learning...
● School leaders and district staff in Ghana have limited input to education staff recruitment; this makes it difficult to ensure that staff skills and competencies match the learning needs of their students and to make maximum use of the available teacher capacity. Staff timetables indicated inefficiencies in teacher deployment. In both countries,...
● In Ghana, the current extensive expansion of secondary schooling is placing considerable strain on the capacity of districts to effectively support secondary schools; frequently one coordinator is expected to cover all secondary schools in a district. Staff currently in these positions had limited professional experience of secondary school teach...
In Ghana, district staff are highly committed to inclusion despite the low prioritization given to this issue by district assemblies, limited capacity, and a lack of resources (specialist teachers and physical aids). In this situation they focus on overcoming barriers to school access for children with physical disabilities. Their days are dominate...
Jun 17, 2021 · The first is an externally available but institutionally-focused Learning and Teaching Strategy representing top-down intent; next are internally-based Curriculum Redesign Forms detailing the intent of the bottom-up change and review process for each department over a two-year period; and individual Programme Specifications, which fulfil legal contractual obligations for delivery, external ...
People also ask
How are design principles used in redesigning the education workforce?
What is a curriculum redesign form?
How can we redesign the education workforce in specific contexts?
How can a broad education workforce be redesigned?
Are education curricula redesigned for 21st century needs?
What is a 'passive' approach to curriculum redesign?
Curriculum redesign is the process of revising and improving educational programs to better meet the needs of students and improve learning outcomes. This involves analyzing existing curricula, incorporating new teaching strategies, and aligning content with current educational standards and student needs. By focusing on effective practices and relevant content, curriculum redesign aims to ...
