The OECD Learning Compass 2030 is a framework that aims to guide students in their future learning, establishing knowledge, skills, attitudes, and values that will be useful to them, communities and the planet, and to always taking into account all the rapid changes that the students have to deal with.
The Learning Compass 2030 was co-created by people and international organizations from different fields of education.
The Learning Compass 2030 defines the knowledge, skills, attitudes, and values that learners need to fulfill their potential and contribute to the well-being of their communities and the planet.
Take a look at the following link, tap on the different parts of the compass and watch the video to learn more about the OECD Learning Compass 2030: http://www.oecd.org/education/2030-project / teaching-and- learning / learning /
OECD Future of Education and Skills 2030 project
How do we prepare students for jobs that have yet to be created, to meet societal challenges that we do not yet imagine and to use technologies that have not yet been invented? How can we equip them to thrive in an interconnected world where they need to understand and appreciate different perspectives and worldviews, to respectfully interact with others and to take responsible action for sustainability and collective well-being?
Recognizing the urgent need to open a global debate on education, the OECD launched the Future of Education and Skills 2030 project in 2015. The project aims to set goals and develop a common language for education. teaching and learning by answering two far-reaching questions:
What knowledge, skills, attitudes and values will today’s students need to thrive and shape their world?
How can education systems effectively develop these knowledge, skills, attitudes, and values?
To answer these questions, the OECD’s Future of Education and Skills 2030 project developed the OECD Learning Compass 2030 (figure below), an evolving learning framework that defines an ambitious vision for education in 2030.
The OECD Learning Compass 2030 is a forward-looking learning framework. It guides students in a world of uncertainty and rapid change and helps them navigate the future we want. Co-created by policymakers, researchers, school leaders, teachers, students and social partners from around the world, as well as other international organizations, the Learning Compass also creates a common language and understanding of major goals of education.
OECD Future of Education and Skills 2030 project background
How can we prepare students for jobs that have not yet been created, to tackle societal challenges that we cannot yet imagine, and to use technologies that have not yet been invented? How can we equip them to thrive in an interconnected world where they need to understand and appreciate different perspectives and worldviews, interact respectfully with others, and take responsible action toward sustainability and collective well-being? The future, by definition, is unpredictable; but by being attuned to some of the trends now
sweeping across the world (OECD, 2019) we can learn – and help our children learn – to adapt to, thrive in and even shape whatever the future holds. Students need support in developing not only knowledge and skills but also attitudes and values, which can guide them towards ethical and responsible actions. At the same time, they need opportunities to develop their creative ingenuity to help propel humanity towards a bright future. As Andreas Schleicher, Director of the OECD Directorate for Education and Skills, commented in 2019, “Education is no longer about teaching students something alone; it is more important to be teaching them to develop a reliable compass and the navigation tools to find their own way in a world that is increasingly complex, volatile and uncertain. Our imagination, awareness, knowledge, skills, and, most important, our common values, intellectual and moral maturity, and sense of responsibility is what will guide us for the
world to become a better place” (Schleicher, 2019). Change – even rapid change – is part of life; it can be both a source of inequality and an opportunity to eliminate inequities. The Industrial Revolution of the 1800s, for example, created a divide between those who benefited from the revolution and those who did not.
As a result, there was a period of “social pain” at the societal level. However, with the advent of universal, compulsory public schooling, access to education improved. Thus, more people could both contribute to and benefit from the industrial revolution; a time of “prosperity” followed a time of “social pain” (Goldin and Katz,
2010). This First Industrial Revolution was followed by several others. For example, in 2011, the
German government inaugurated an Industry 4.0 strategy, 1 proposing to move from “centralized” to “decentralized” smart manufacturing and production methods, blending the worlds of production and network connectivity in an “Internet of Things”. The strategy called for creating a “smart industry” in which people, devices, objects, and systems combine to form dynamic, self-organizing networks of production (Figure 1, next page;
The Kavian Scientific Research Association (KSRA) is a non-profit research organization to provide research / educational services in December 2013. The members of the community had formed a virtual group on the Viber social network. The core of the Kavian Scientific Association was formed with these members as founders. These individuals, led by Professor Siavosh Kaviani, decided to launch a scientific / research association with an emphasis on education.
KSRA research association, as a non-profit research firm, is committed to providing research services in the field of knowledge. The main beneficiaries of this association are public or private knowledge-based companies, students, researchers, researchers, professors, universities, and industrial and semi-industrial centers around the world.
Our main services Based on Education for all Spectrum people in the world. We want to make an integration between researches and educations. We believe education is the main right of Human beings. So our services should be concentrated on inclusive education.
The KSRA team partners with local under-served communities around the world to improve the access to and quality of knowledge based on education, amplify and augment learning programs where they exist, and create new opportunities for e-learning where traditional education systems are lacking or non-existent.
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Professor Siavosh Kaviani was born in 1961 in Tehran. He had a professorship. He holds a Ph.D. in Software Engineering from the QL University of Software Development Methodology and an honorary Ph.D. from the University of Chelsea.