Is there enough to change the curriculum to change how the children learn in a school? What other changes are needed? And who can make them possible?
The networked initiatives of transforming education in Catalonia are isolated acts? Or are part of a wider movement that around the world are looking for a relevant learning for all children, engaged with social improvement?
This is the world’s initiative approach for educational change of the International Bureau of Education from UNESCO, which presented Dra. Mmantsetsa Marope, director of the IBE-UNESCO, at the event “From competency-based curriculum to transforming education”. It was organized by Unescocat, the Bofill Foundation, the Catalan Federation Movement of Pedagogic Renewal, Rosa Sensat Association, the Barcelona Education Consortium, and the “Diputació de Barcelona”, on 18th march 2018.
The education transformation promoted by teachers, collaborative networks, entities and institutions in Catalonia rethink the purpose of education from the updating of a competency-based curriculum and, therefore, the way who we learn, what is assessed and who, and the role and training of teachers.
This initiatives follows the UNESCO call of rethinking the purpose of education and the organization of learning, how it also does the International Bureau of Education (IBE) initiative, which promotes that education systems adopt competency-based curricula by transforming children’s learning experience to respond to major global challenges.
In this sense, the IBE-UNESCO Director Dra Mmantsetsa Marope emphazised in Barcelona the importance of this transformation in an event jointly organized by public institutions and civil society entities.
The conclusions shared at the end of the day were:
- Committing to a competency-based curriculum that enables the integral training of the person must entail changing learning and evaluation practices, empowering current and future teachers with the necessary skills, and overcoming traditional tools of educational management.
- Horizontal and updating innovation and networking have ceased to be a complement to the education system, and have become a new participatory and future geometry that will be part of the normality of a system and school with a desire for continuous improvement.
- Networks are key instruments for the empowerment of schools and their teachers to enable quality learning for all: for this reason they must share a global vision of change and grow from their commitment and interaction with schools, teachers and educational agents, and from the connection with their environment.