OECD Learning Framework 2030
As all stakeholders in our school community are aware, at present, Hume is in the throes of creating a new Vision Teaching and Learning, to be launched for 2023 and beyond. This endeavour, led by the Teaching and Learning Leadership Team, has been, and continues to be, a collaborative and transparent process, contingent on input from parents, teachers and students. The next step in the process is the convening of focus groups for all stakeholders in the Hume Anglican Grammar community. Staff focus groups took place on Tuesday, 2 August, for example, and Parents and Friends Association and student focus groups will be taking place in Week 5.
An important part of the process of creating our new Vision for Teaching and Learning, to ascertain what a Hume education looks like, has been engaging with a plethora of current research into best-practice teaching and learning. A key resource in our investigation has been the 2030 OECD Learning Framework. The OECD (or Organisation of Economic Cooperation and Development) is a unique forum for the governments of 37 democracies across the world, to discuss standards and strategies for sustainable economic growth across the world. Of course, a key component of sustainable economic growth is education and its central place in society. The OECD recently released what they are calling their 2030 Learning Framework. It is a framework aimed at building and promoting a common understanding of the knowledge, skills, attitudes and values necessary to shape the future towards 2030, so that there can be a common vision for education systems and a common language for schools, teachers and other stakeholders, as we strive for world-class education, to create a better future for all. It is a research-based Learning Framework that comprises what the OECD call 3 Transformative Competencies – 3 competencies to make young people “innovate, responsible and aware” (OECD) in this rapidly changing world. The 3 Transformative Competencies posed by the OECD are:
- Creating New Value
- Reconciling Tensions and Dilemmas
- Taking Responsibility
Creating New value, they claim, pertains to the value attached to being creative, enterprising, embracing new ways of thinking and living, with adaptability, curiosity and open-mindedness (OECD).
Reconciling Tensions and Dilemmas is defined by the OECD as the ability for young people to reconcile diverse perspectives, to balance tensions between opposing ideas, structures and forces such as community versus autonomy, innovation versus continuity and equity versus freedom. It is about developing the capacity to understand the needs of others as well as the self.
Taking Responsibility, posed as a precursor to the other two competencies, pertains to dealing with novelty, change, ambiguity and uncertainty, using one’s own sense of morality, intellect and social conscience, with maturity and the ability to genuinely reflect and self-evaluate. It involves asking questions relating to values and norms and questions of the self, such as “what should I do?” Or, “what are the limits?” Vitally, also asking, “is that right or wrong?”
These 3 Transformative Competencies have most certainly informed (and continue to inform) our new Vision for Teaching and Learning, as we work towards its formulation.
To read more about the 2030 OECD Learning Framework, please follow the link below: