Discover more from Transform.Ed Briefing
Transform.Ed Briefing #43
Inside the Briefing: ASPIRE, the OECD Learning Compass 2030, and the Teacher Whisperers - delving into the purpose, power, and practice of learner agency
“All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.”
- Mortimer J. Adler
Learning is an extremely personal yet communal journey. An approach to learning that fosters a one-size-fits-all solution or attempts to view learners as passive recipients of knowledge, is ineffective at best. Active student engagement has proven to be pivotal for effective learning and fostering learner agency (voice, choice, and ownership) amongst learners.
With the emergence of AI and other technologies, we are witnessing whole new ways of adopting learner-centric approaches to teaching and learning. While active student engagement is crucial and essential, one must be cautious of the dangers of falling into the engagement trap. Therefore, a paradigm shift in our thinking and pedagogical approach is pivotal to transforming learning experiences within and beyond the classroom.
According to the OECD Learning Compass 2030, education systems that encourage the concept of learner co-agency – where learners, parents, teachers, and the community work in tandem – are most successful in helping students progress towards their shared learning goals.
Last week, we asked our readers to weigh in on four scenarios, seeking their perspective on what learner co-agency truly entails. Half of them voted for intergenerational learning experiences, while the rest of them opted for learner-led discussions.
In an attempt to encourage learner agency and learner-centric education, as educators, we must address the following questions: (1) What elements and methods can we retain and build upon from our existing practice? (2) What are some that we need to rethink and reconsider? (3) What are the new features that we can embed in our existing practice?
Share your thoughts and experiences with your global peers in the comments below or join the conversation on the Global Citizenship Foundation’s Educational Leadership Community, exclusively dedicated to educators worldwide. If you haven’t signed up yet, please get in touch with us here.
With this carefully-curated edition of Transform.Ed Briefing, you can explore featured articles, stay informed about latest education policies, participate in our weekly poll, discover global events, indulge in a recommended movie, enhance your skills with professional development opportunities, enrich your knowledge with our book recommendations and stay on top of finding exciting job opportunities!
As a first-generation learner and educator, I understand the value of inspiring educators in the lives of learners; the most inspiring educators I've encountered in life are those who never stop learning. Together, let's embark on this incredible journey of learning and transforming education for human and planetary flourishing! Subscribe to Transform.Ed and be at the forefront of shaping the many futures of education!
In service of education and visionary education leaders,
— Aaryan Salman
Global Citizenship Foundation
By Dr Sue Roffey | .ed Magazine
By Tanji Reed Marshall | Association for Supervision and Curriculum Development
(Paid Entry) This is an Online Event hosted by the Global Citizenship Foundation
(Free Entry) This is an Online Event hosted by CIVIS - A European Civic University
(Free Entry) This is an Online Event hosted by edWeb
(Paid Entry) This is an Online Event hosted by the University Industry Innovation Network
Talented but rough-edged British schoolboys have their worlds changed forever when two teachers with opposing viewpoints on education begin to teach them
By Friday Institute for Educational Innovation
🇰🇪 Teacher (Science), The Banda School, Nairobi (Deadline: 03 Nov 2023)
🇦🇺 Primary Teacher, St Mary's College, Toowoomba (Deadline: 05 Nov 2023)
🇲🇼 Head of Primary School, Kamuzu Academy, Chimphepo (Deadline: 10 Nov 2023)
🇦🇪 Teaching Assistant, British School Al Hamra, RAK Academy (Deadline: 17 Nov 2023)
🇫🇷 Programme Specialist (Education), UNESCO, Paris (Deadline: 24 Nov 2023)
🇪🇸 Physics Teacher KS3, KS4 and KS5, Wingate School, Tenerife (Deadline: 24 Feb 2024)
The Global Citizenship Foundation does not endorse or assume responsibility for the content, products, services, policies, or practices of external links, providers, or any third-party materials referenced in this newsletter. Please use your discretion when accessing external links or resources.
We appreciate your continued support and feedback. If you have any suggestions, comments, or questions, please don't hesitate to leave a comment.
Thank you for being a part of our community, and we hope you enjoy this issue!
The Global Citizenship Foundation is a leading specialist international organization based in South Asia (NCR Delhi, India) and the European Union (Tallinn, Estonia). Its principal mandate is to realize the United Nations' Sustainable Development Goal 4 and Target 4.7 (Education for Global Citizenship and Sustainable Development). Since 2016, the GCF has impacted education in 70+ countries, striving to transform education for human and planetary flourishing.