Details

Autor(en) / Beteiligte

• OECD
• Organisation for Economic Co-operation and Development,

Titel

Embedding Values and Attitudes in Curriculum

Ort / Verlag

Paris : Organization for Economic Cooperation & Development,

Erscheinungsjahr

2021

Link zum Volltext

• OECD iLibrary

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.