In a recent conversation with an International School of Zug and Luzern (ISZL) parent, he commented on how much he values ISZL’s approach to education and the school’s learning process. When pressed for specifics, he highlighted an appreciation of the achievements associated with academic success, such as impressive IB test scores, but, even more importantly, he values the focus on holistic development. He further elaborated by sharing how much he holds in high regard ISZL’s emphasis on social development, emotional intelligence, confidence levels, independent thinking, and communication skills, among others. I share these sentiments, both from my personal and professional perspectives but also based on the feedback I have received from staff, parents, and students during last semester’s transition interviews. One of ISZL’s greatest strengths is our teachers’ abilities to personalise learning in a manner that enables our students to realise their potentials in individual and unique ways.
This approach to teaching and learning also corresponds with the Organisation for Economic Co-operation and Development’s (OECD) recent report on The Future of Education and Skills 2030. The document is guided by a shared vision stating, “We are committed to helping every learner develop as a whole person, fulfil his or her potential and help shape a shared future built on the well-being of individuals, communities and the planet.” With a broad focus on global challenges that are economic, social, and environmental in nature (excuse the pun), the 2030 vision maps out an educational view that is framed by five distinct but related approaches.
The first frame is a belief in the need for broader education goals that encompass individual and collective well-being. The concept of well-being goes beyond material resources to include quality of life as defined by, for example, health, civic engagement, social connections, education, security, and life satisfaction.
The second frame is related to learner agency and the ability of our students to navigate through a complex and uncertain world. This focus involves both the building of a solid academic foundation and an approach to personalised learning.
The third frame is the ability to apply a broad set of knowledge, skills, attitudes, and values. This focus is about students’ abilities to mobilise their learning to meet complex demands.
The fourth frame is about taking responsibility for our society and future, in addition to the corresponding and necessary student competencies. These competencies will require that students be innovative, committed, and aware with respect to creating new value, reconciling tensions and dilemmas, and taking responsibility.
The fifth frame is about the design principles needed to move toward an eco-system in which a students’ different competencies are inter-related in nature and application.
While the challenges for schools to adapt to this philosophical shift are not insignificant, it is encouraging to see a movement among schools to embrace these design principles. ISZL has made important progress in these areas, though the fifth frame is, perhaps, the most challenging as the inherent structures of schools, including our physical spaces, do not necessarily lend themselves well to the concept of inter-related, cross-curricular learning and the application of competencies in a holistic manner. As with any change, this is a process that takes time and commitment, which will also continue to build on past developments while furthering current initiatives and implementing future strategies.
Fortunately, the OECD provides a framework to guide learning programme development through concept, content, and topic design that includes a focus on student agency, rigour, coherence, alignment, transferability, and choice. This framework also relies on process design and the related importance of teacher agency in which teachers are empowered to use their professional knowledge, skills, and expertise to develop an authentic, inter-related, flexible, and engaging learning programme. It is these design principles that ISZL embraces as we continue our work to ensure our students are benefiting from the most relevant and meaningful learning programme possible.
Reference: Organization for Economic Co-Operation and Development (OECD). (2018). The Future of Education and Skills 2030. Retrieved from http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf
Photo Credit: OECD
Hi Barry,
You are spot on!
Thank you, Greg!
Barry, as always, I appreciate your insightful commentary regarding today’s education. However, when I look at this, I feel that the answer is simple and we have known it for years. It seems to me that project based education or what is sometimes called phenomenon based education that addresses these themes is the answer. Why are schools so scared and so slow to move away from the many-years-broken assembly line education. I know everyone in education likes to say Finland, Finland, Finland but that is indeed what they are moving to. However, we have known for years now that this is what we should be doing. Finland didn’t invent this kind of education but they certainly are wasting no time to do the right thing. It is WELL documented in the research. Most schools claim to be research based, so where are the results and why should it take so long? 2030?? I agree with you that schools are not necessarily built for this but that seems like a weak answer, no offense. If schools really wanted to do this they would find a way. I also think that “the way” should be decided by teachers and students in a Democratic process. Even though I have never met you in person, I do admire you as an Administrator based on the blogs and such that you write. I would be interested to hear your thoughts on this matter.
Thanks,
Mark Webber
Mark, thank you for your kind words and appreciated words of support. You raise several important points and my first response is that there are several complicating factors that need to be addressed at the same time for this fundamental change to take place. From an international school perspective, a change to a school’s paradigm is not easily done in isolation (e.g. university admission requirements, transitory nature of parent community, external examining authorities, accreditation agencies, etc.). There is significant and important work currently taking place in this manner that is collaborative in nature, which will be the key to change (e.g. Mastery Transcript Consortium – http://mastery.org/). Having said this, while change on a system-wide level is key, it is also important to work towards developing a culture in each of our school’s that embraces change, innovation, and an openness (and courage) to challenge the status quo. This is hard work that is being done in both a planned and organic manner. Thank you again for your excellent and helpful questions and comments.