It considers the challenges that young people will face; suggests the importance of the concept of learner agency; proposes an overarching learning framework with a number of new transformative competencies; reviews the nature of the knowledge, skills, attitudes and values that young people will need...
构建新的学习生态系统--OECD学习框架2030述评与反思 Building a New Ecosystem of Learning: Review and Reflection on OECD Learning Framework 2030 作者： 臧玲玲[1,2]作者机构： [1]北京师范大学国际与比较教育研究院,北京100875;[2]河南大学教育科学学院,河南开封475004 出版物刊名： 比较教育研究 页码： 11-...
OECD (2017b) Progress Report 2030 Learning Framework. EDU/EDPC(2017)25. Unpublished Google Scholar Steinberg L (2017) OECD transformative competencies 2030: taking responsibility. Organization for economic co-operation and development. Future of education and skills 2030: Reflexions on transformative co...
OECD面向2030的课程图谱分析 ●课程图谱分析项目组* 摘 要：经济合作与发展组织（简称经合组织，OECD）于2015年启动了“教育2030：教育和技能的未来”项目。该项目的目标是建立对塑造2030年未来所需的知识、技能、态度和价值的共同理解，意图通过国际合作，支持各国就两个影响深远的问题寻找可能的答案: 面向2030，...
二是教育系统如何有效地培养这些知识、技能、态度与价值观? [1] 2018年4月,OECD发布了该项目下的首个研究成果,即“OECD学习框架2030”(The OECD Learning Framework 2030),该框架包括五大类28种能力(见表1)。 表1 “OECD学习框架2030”中的能力分类
These have culminated in its recent strategic initiatives, namely: PISA for Development and the Learning Framework 2030. The former aims to adapt PISA to fit into low- and middle-income countries and serve as the global learning metric; and the latter aims to incorporate non-cognitive ...
learning include the AfDBs transation of country engagement,as well as EBRDs experience in private finance mobilisation.Similarly,UNDS entities can learn from the successes and challenges of ongoing special agency res,such as the World Health Organization.Ensure coherence in multilateral development co-...
OECD-2021年教育报告(英)-474正式版.pdf,Education at a Glance 2021 OECD INDICATORS Education at a Glance 2021 OECD INDICATORS This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments emplo
Results from PISA 2012 show that just because students have access to an Internet connection, it doesn’t mean that they know how to use it for learning. And differences in how students use the Internet seem to be linked to socio-economic status, although the strength of that link varies ...
Results from PISA 2012 show that just because students have access to an Internet connection, it doesn’t mean that they know how to use it for learning. And differences in how students use the Internet seem to be linked to socio-economic status, although the strength of that link varies ...