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Paris : Organization for Economic Cooperation & Development,
Erscheinungsjahr
2021
Beschreibungen/Notizen
Intro -- Executive summary -- 1 Attitudes and values for shaping a better future -- Why do attitudes and values matter for shaping a better future? -- Defining attitudes and values as part of a competency that influences decisions for future -- Understanding the role of attitudes and values in developing competencies to shape a better future -- Attitudes and values to appreciate holistic, integrated and long-term perspectives -- Which attitudes and values are likely to contribute to shaping a better future towards well-being 2030? -- Globally agreed common attitudes and values towards common future goals -- Attitudes and values made explicit in national/jurisdictional curriculum -- Case 1: Values aligned with national priorities, traditional social tenets, and enshrined in national vision statements: -- Case 2: Values reflecting respect for and learning from Indigenous cultures and peoples: -- Case 3: Values reflecting the need to prepare students for emerging societal change or reflect on historical change, such as social diversity, democracy, migration, equity, equality and inclusion, and environmental challenges: -- Case 4: Values promoting education goals that are aligned with international and regional instruments and declarations. The process can involve broad collaboration with stakeholders. -- Which attitudes and values are embedded in key competencies for the future? -- Intercultural attitudes and values as part of global competency -- Students' respect for people from other cultures -- Interest in learning about other cultures, awareness of global issues, agency, self-efficacy, cognitive adaptability and perspective taking -- Ethical judgements and media literacy -- Notes -- References -- 2 Attitudes and values in subject-specific curriculum -- How can attitudes and values be linked to subject-specific learning goals and content?.
How are these specific skills, attitudes and values defined, measured for impact, and linked to subject learning? -- 1. Reflection -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Reflection is related to: -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Social outcomes/well-being -- Which learning areas/subjects are most likely to embed "reflection"? -- 2. Collaboration and co-operation -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Collaboration/co-operation is related to: -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Social outcomes/well-being -- Which learning areas/subjects are likely to embed "collaboration"? -- 3. Learning to learn -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Learning to learn is related to -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Which learning areas/subjects are likely to embed "learning to learn"? -- 4. Respect -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Respect is related to -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Social outcomes/well-being -- Which learning areas/subjects are most likely to embed "respect"? -- 5. Responsibility -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Responsibility is related to: -- Impact on academic and social outcomes -- Academic outcomes -- Which learning areas/subjects are most likely to embed "responsibility"? -- 6. Empathy -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Empathy is related to: -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Social outcomes/well-being.
Which learning areas/subjects are most likely to embed "empathy"? -- 7. Self-regulation -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Self-regulation is related to -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Social outcomes/well-being -- Which learning areas/subjects are most likely to embed "self-regulation"? -- 8. Persistence -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Goal orientation (embracing persistence and grit) is related to -- Impact on academic and social outcomes / well-being -- Academic outcomes -- Social outcomes/well-being -- Which learning areas/subjects are most likely to embed "persistence"? -- 9. Trust -- Definition -- Relevance for future - link to the OECD Learning Compass 2030 -- Trust is related to -- Impact on academic and social outcomes/well-being -- Academic outcomes -- Social outcomes/well-being -- Which learning areas/subjects are most likely to embed "trust"? -- Notes -- References -- 3 Cultivating positive attitudes and values in a learning ecosystem -- Where and how do students develop attitudes and values? -- The OECD E2030 multi-layered ecosystem approach to curriculum change: Micro-, meso-, exo-, macro- and chrono-systems -- Policy, people and places -- Which attitudes and values do students aspire to develop and what does research say about the impact of teaching attitudes and values? -- Student aspirations for developing attitudes and values in school -- Research findings about students' attitudes and values for better learning and well-being -- Persistence, eagerness to learn new things, and curiosity -- Motivation to learn, motivation to achieve and goal orientation -- Growth mindset, self-efficacy, higher levels of motivation and lower levels of fear of failure.
How do teachers' attitudes and values affect their students' learning and well-being? -- Teachers' self-efficacy, enthusiasm for better student learning outcomes, job satisfaction and relationships at work -- Teachers' perceptions of subject discipline boundaries for students' curiosity, epistemic knowledge, humility and attitudes towards learning-to-learn -- Teacher agency and co-agency building on mutual trust, respect and responsibility -with students and parents - for better relationships, school climate, and growth mindset classroom cultures -- Which parental attitudes and values can support children's learning and well-being? -- Parental attitudes and values associated with student learning outcomes -- Parental attitudes and values associated with student well-being -- Excessive parental expectations and overly protective attitudes associated with student learning and well-being -- How are attitudes and values connected to wider community and society? -- Attitudes and values towards lifelong learning, starting from early childhood education and care -- Connections of attitudes and values in local and global communities with those of school ethos and aspirations -- Better engagement in community and conflict management -- What do governments aspire to do to make systems more resilient at all levels? -- Note -- References -- 4 Challenges and strategies in embedding values -- What are the challenges and strategies related to curriculum redesign? -- Challenges to introducing values and attitudes into curriculum design -- Difficulty in building consensus on which values and attitudes to include in the curriculum and how they should be included -- Dissonance between values instilled through media and social media and those intended to be fostered through curriculum.
Difficulty in harmonising values intended in curriculum and changing values aligned with societal and economic changes -- Strategies to overcome challenges to introducing values and attitudes into curriculum design -- Aligning values with national and international priorities -- Launching consultation processes to align with stakeholder views and support building consensus -- Articulating values and attitudes in cross-curricular competencies -- Embedding values into subject-specific content -- Creating specific subjects, such as character education or moral education -- Combining different approaches to mitigate difficulties in finding agreement and/or consensus -- Enhancing students' connection to communities and the social context -- What are the challenges and strategies related to the school and its environment? -- Challenges introducing values and attitudes into school and its environment -- Variation in the levels of engagement among schools in designing and managing curriculum content on values -- Dissonance between teachers' own values and beliefs and those values in the curriculum -- Strategies to overcome challenges of introducing values and attitudes into school and its environment -- Providing guidelines to schools on the type of values to embed and how, either as part of legislation or in national curriculum -- Embedding values into subject-specific content -- Rewarding good design and implementation practices that promote values learning across different schools -- What are the challenges and strategies related to alignment with other policies? -- Challenges in aligning curriculum with other policies -- Misalignment of values in curriculum with those in pedagogies, textbooks and learning materials -- Misalignment with assessment policies and practices -- Strategies to overcome challenges in aligning curriculum with other policies.
Boosting teacher confidence and competence by articulating values education in teacher education and professional development.
This report highlights how clearly articulated and experienced values and attitudes can support students' positive lifelong learning outcomes and promote a more equitable and just society. Despite the variety of values espoused in national curricula, there is an emerging trend in prioritising values that enhance well-being and learning across different countries.
Description based on publisher supplied metadata and other sources.