Curriculum Innovations Local And Global Trends Pdf

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The COVID pandemic has resulted in at least one positive thing: a much greater appreciation for the importance of public schools. As parents struggle to work with their children at home due to school closures, public recognition of the essential caretaking role schools play in society has skyrocketed. As communities struggle to take care of their vulnerable children and youth, decisionmakers are having to devise new mechanisms for delivering essential services from food to education to health care.

We believe it is also valuable to look beyond these immediate concerns to what may be possible for education on the other side of the COVID pandemic.

It is hard to imagine there will be another moment in history when the central role of education in the economic, social, and political prosperity and stability of nations is so obvious and well understood by the general population. It is in this spirit that we have developed this report. Ultimately, we argue that strong and inclusive public education systems are essential to the short- and long-term recovery of society and that there is an opportunity to leapfrog toward powered-up schools.

A powered-up school could be one that puts a strong public school at the center of a community and leverages the most effective partnerships, including those that have emerged during COVID, to help learners grow and develop a broad range of competencies and skills in and out of school.

For example, such a school would crowd in supports, including technology, that would allow for allies in the community from parents to employers to reinforce, complement, and bring to life learning experiences in and outside the classroom. It quite literally is the school at the center of the community that powers student learning and development using every path possible Figure 1.

Adapted from Office of Elementary and Secondary Education. While this vision is aspirational, it is by no means impractical. It is the poorest children across the globe that carry the heaviest burden, with pre-pandemic analysis estimating that 90 percent of children in low-income countries, 50 percent of children in middle-income countries, and 30 percent of children in high-income countries fail to master the basic secondary-level skills needed to thrive in work and life.

It is children in the poorest countries who have been left the furthest behind. Yet, for a few young people in wealthy communities around the globe, schooling has never been better than during the pandemic. They are taught in their homes with a handful of their favorite friends by a teacher hired by their parents. Some parents have connected via social media platforms to form learning pods that instruct only a few students at a time with agreed-upon teaching schedules and activities.

These parents argue that the pods encourage social interaction, improve learning, and reduce the burden of child care during the pandemic. While the learning experiences for these particular children may be good in and of themselves, they represent a worrisome trend for the world: the massive acceleration of education inequality.

While by mid-April of , less than 25 percent of low-income countries were providing any type of remote learning and a majority that did used TV and radio, close to 90 percent of high-income countries were providing remote learning opportunities.

On top of cross-country differences in access to remote learning opportunities, within-country differences are also staggering. For example, according to the U. And UNICEF estimates that million children—at least one-third of the world total , the majority of whom are in the developing world—had no chance at remote learning via radio, television, or online content.

However, this does not take into account the creative use of text messages, phone calls, and offline e-learning that many teachers and education leaders are putting to use in rural and under-resourced communities. Indeed, these innovative practices suggest that the school closures from COVID are setting the stage for leapfrogging in education, as we discuss next. This unprecedented acceleration of education inequality requires new responses.

In our ongoing work on education innovation, we have argued that there are examples of new strategies or approaches that could, if scaled up, have the potential to rapidly accelerate, or leapfrog, progress. We argued that at two decades into the 21st century, the goal should be for all children to become lifelong learners and develop the full breadth of skills and competencies—from literacy to problem-solving to collaboration—that they will need to access a changing world of work and be constructive citizens in society.

We defined education innovation as an idea or technology that is new to a current context, if not new to the world. And we proposed that those innovations that could help provide a broader menu of options for delivering learning were those with the potential to help leapfrog education, namely: 1 innovative pedagogical approaches alongside direct instruction to help young people not only remember and understand but analyze and create; 2 new ways of recognizing learning alongside traditional measures and pathways; 3 crowding in a diversity of people and places alongside professional teachers to help support learning in school; and 4 smart use of technology and data that allowed for real-time adaptation and did not simply replace analog approaches.

When we surveyed almost 3, education innovations across over countries, we found that some innovations had the potential to help leapfrog progress, as defined along our four dimensions, and many did not.

We also found that many of the promising innovations were on the margins of education systems and not at the center of how learning takes place. We argued that to rapidly accelerate progress and close the equity gaps in education, the wide range of actors involved in delivering education to young people would need to spend more time documenting, learning from, evaluating, and scaling those innovative approaches that held the most leapfrog potential.

Today we are facing a very different context. The COVID pandemic has forced education innovation into the heart of almost every education system around the globe. By doing this, we ultimately hope not only that those who are left behind can catch up, but that a new, more equal education system can emerge out of the crisis.

Fortunately, across the world, communities are increasingly valuing the role that schools play, not only for student learning, but also for the livelihoods of educators, parents, and others, as we discuss below. As teachers and school leaders around the world struggled with hardly any forewarning to pivot to some form of remote learning, parents and families around the globe who had relied on schools as an anchor around which they organized their daily schedule faced the shock of life without school.

An outpouring of appreciation on social media for teachers from parents deciding between caring for their children and earning money quickly followed. Just recently in Buenos Aires, families went out to their balconies to applaud not only doctors and nurses, but teachers.

This broad recognition and support for the essential role of education in daily life can be found on the pages of newspapers across the globe. It can be found in emerging coalitions of advocates urging that education be prioritized across communities and countries.

Ultimately, today for the first time since the advent of universal education, the majority of parents and families around the world share the long-standing concerns of the most vulnerable families: They are in urgent need of a safe and good enough school to send their children to. This reality, which is so well known to the families of the million out-of-school children, has brought the issue of education into the living rooms of middle class and elite parents around the globe.

And they are forging, at least for a moment, common cause between many of the parents of the 1. As a result, new stakeholders are getting involved in supporting education, an emerging trend we describe next.

Schools remain open all day and are centers for community engagement, services, and problem-solving. In our own work on leapfrogging in education, we argue that diversifying the educators and places where children learn can crowd in innovative pedagogical approaches and complement and enrich classroom-based learning.

More recently, the concept of local learning ecoystems has emerged to describe learning opportunities provided through a web of collaboration among schools, community organizations, businesses, and government agencies that often pair direct instruction with innovative pedagogies allowing for experimentation.

There is evidence ranging from the U. But until recently there has been only limited empirical examples of local learning ecosystems. Emerging models are appearing in places such as Catalonia, Spain with its Educacio initiative and Western Pennsylvania, where several U. Given these four emerging trends and building on previous research, we put forth five proposed actions for decisionmakers to seize this moment to transform education systems to better serve all children and youth, especially the most disadvantaged.

We argue that because of their responsibility to all children, public schools must be at the center of any education system that seeks to close widening inequality gaps. We acknowledge that the highlighted examples are just emerging, and there is more to learn about how they work and other examples to consider as events unfold. For this reason, we propose guidance for identifying which new approaches should potentially be continued. We argue that innovations that support and strengthen the instructional core, namely the interactions in the teaching and learning process, will have a greater chance at sustainably supporting a powered-up school.

We also argue that the urgency of the moment calls for an adaptive and iterative approach to learning what works in real time; hence, improvement science principles should accompany any leapfrogging effort to build evidence and correct course in real time. Public schools play a critical role in reducing inequality and strengthening social cohesion.

By having the mandate to serve all children and youth regardless of background, public schools in many countries can bring together individuals from diverse backgrounds and needs, providing the social benefit of allowing individuals to grow up with a set of common values and knowledge that can make communities more cohesive and unified.

The private sector has an important role to play in education—from advocating that governments invest in high-quality public schools because they help power economies and social stability to helping test innovative pedagogical models in independent schools. Many families in developing countries, ranging from Chile to India to Nigeria to Kenya , opt to send their children to these low-cost, often for-profit, private schools.

Indeed, the expansion of private schools in low-income countries has in some locations played a role in increasing universal access to primary education. However, there are a range of concerns with private schools, both in terms of their effectiveness as well as their impact on inequality. In addition, in many countries, the expansion of private schools has not been accompanied by regulations to guide student selection processes or the fees schools may charge which also directly affect selection.

A troubling unintended consequence of the unregulated expansion of private schooling is an increase in segregation of students by socioeconomic and other background characteristics. In many countries, private schools select students based on multiple factors, including academic ability, religious affiliation, and socioeconomic background. As a result, private schools tend to be less diverse than public schools. Further, entry into private school may not be entirely merit-based.

In middle- and high-income countries, the private sector has stepped in to provide services to help students gain admission into selective education institutions. In the U. For example, in Chile, where a school choice program was introduced in , there has been a steady exodus from public schools over time, and today more than half of its students are enrolled in private schools.

Not only did national average test scores stagnate, but unfettered school choice also led to student segregation into private and public schools based on parental education and income.

Achievement gaps between affluent and disadvantaged students began to decline after a reform to the per-student subsidy or voucher —called the Preferential School Subsidy Law—was introduced in The reform introduced higher value per-student subsidies to schools serving low-income students and required schools who accepted the higher value vouchers to take part in a new accountability system.

Students from socioeconomically disadvantaged households soon improved their performance, leading to an increase in national average test scores and a reduction in the income-based achievement gaps. In many countries, a central debate is whether education should be seen as a public good or a private consumable. Advocates of expanding private school choice see education as a private consumable. Advocates who argue that education is a public good put forth that schools are about more than preparing individuals for the labor market, and that they have an irreplaceable role in generating multiple public benefits, including public health and in developing citizens to participate in democratic societies.

We follow Levin in arguing that schools play a crucial role in fostering the skills individuals need to succeed in a rapidly changing labor market, and they play a major role in equalizing opportunities for individuals of diverse backgrounds. Moreover, schools address a variety of social needs that serve communities, regions, and entire nations. And while a few private schools can and do play these multiple roles, public education is the main conduit for doing so at scale.

To develop powered-up schools, it will be essential to figure out how to identify what strategies, among the many that communities are deploying amid the pandemic, should be sustained to power up a school as the crisis subsides. We argue that decisionmakers should ground their actions on rigorous evidence of what works to improve student learning, as well as how school change happens and ultimately should include a heavy emphasis on the heart of the teaching and learning process, what is often called the instructional or pedagogical core.

Indeed, how educators engage with students and instructional materials, including education technology, is crucial for learning given the strong evidence that educators are the most important school-side factor in student learning.

While there have been several variations and terms associated with the instructional core, at its heart is the understanding that it is the interactions among educators, learners, and educational materials that matter most in improving student learning. Only when educators use them to improve their instruction can students have an improved experience. Indeed, even after only several months of experimentation around the globe on keeping learning going amid a pandemic, there are some clear strategies that have the potential, if continued, to contribute to a powered-up school, and many of them involve engaging learners, educators, and parents in new ways using some form of technology.

Grounding decisions on existing evidence is necessary, but not sufficient. It will also be essential to ask people—students, families, teachers, school leaders—what their experience has been and what new educational practices they hope will continue post pandemic. Communities will certainly identify important strategies that fall outside the instructional core, such as essential collaboration between health and social protection services, that could be vital to developing a powered-up school.

Or in the U. While we focus in this report primarily on those innovations that support the interactions in the instructional core, we recognize that there will be a myriad of strategies needed to support marginalized children and bring a powered-up school to life.

Ultimately, communities should have a view on what these strategies should be. Grounding decisions in the lived experience of the people at the center of education, especially students and teachers, is one of the central principles of designing for scale and will be an essential component of developing a powered-up school. Leveraging technology to help with educational continuity is a topic front and center in schools around the world.

Countries are using whatever they have at their disposal—from radios to televisions to computers to mobile phones. For many families, accessing educational content through technology is not easy.

For example, a nationally representative survey in Senegal conducted approximately three weeks after schools closed found that children were far more likely to continue their education through work assigned by their parents than accessed through any technology.

10 Popular Educational Trends and What You Need to Know

Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. I n this chapter, we consider the changes needed across the K science education system so that implementation of the framework and related standards can more readily occur. Standards provide a vision for teaching and learning, but the vision cannot be realized unless the standards permeate the education system and guide curriculum, instruction, teacher preparation and professional development, and student assessment. Thus the system includes organization and administration at state, district, and school levels as well as teacher education, certification requirements, curriculum and instructional resources, assessment policies and practices, and professional development programs.

With the demand brought about by the fast changing society, it is most likely that changes will occur. In curriculum, changes and modifications are being introduced to keep pace with the changing world. There is no stopping to innovations. In local or national setting, there are innovations that have been introduced. The use of local or community resources as well as technologydriven support materials are utilized in the learning environment.

Curriculum Innovations

The COVID pandemic has resulted in at least one positive thing: a much greater appreciation for the importance of public schools. As parents struggle to work with their children at home due to school closures, public recognition of the essential caretaking role schools play in society has skyrocketed. As communities struggle to take care of their vulnerable children and youth, decisionmakers are having to devise new mechanisms for delivering essential services from food to education to health care. We believe it is also valuable to look beyond these immediate concerns to what may be possible for education on the other side of the COVID pandemic.

Jump to content. In these essays, members of the Hoover Institution's Task Force on K—12 education, joined by several keen-eyed observers, blend prediction with prescription to paint a vivid picture of American primary and secondary education in But none of it is fanciful-we're not writing fiction here-and all of it, in the authors' views, is desirable. That is to say, the changes outlined here would yield a more responsive, efficient, effective, nimble, and productive K education system than we have today.

Curriculum Innovations in the Philippines (Local and National)

Curriculum Innovations in the Philippines (Local and National)

Enter content here. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo. Some, like social-emotional learning and digital citizenship, have long been important—and they may require even more focus this year. Others, like genius hour and bite-sized learning, are recently arrived educational trends that may have a helpful place in your classroom.

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The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy.

American Education in 2030

In: Other Topics. Similarly, it aims to give the students the knowledge, values and skills with the integration of PCC core values and religion as the core of the curriculum to effectively deal with the reconsideration of the facts of our history as a people. Demonstrate a thorough understanding of the facts of our history as a people from the point of view of the Filipinos for excellence thru classroom participation and academic achievements; b. Apply knowledge of Philippine History interpreted from a Filipino standpoint in their daily life toward efficient and effective respect for human dignity, Christian discipleship and responsible stewardship thru life witnessing; and c.

With the advent of new technologies being infused in school curricula, educators and school leaders are beginning to rethink all facets of data in the classroom. Although challenges in curriculum design may arise due to advanced technology integration, schools are nonetheless embracing the future. Here are five emerging trends for 21 st -century classrooms. MIT App Inventor, for example, enables students to create their own apps in the comfort of their classrooms.

1 Response
  1. Barbelo M.

    Apr 26, - Module 5 Addressing the Future: Curriculum Innovations Lesson 1 Curriculum Innovations: Local and Global Trends.

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