Children entering school in 2018 will be young adults in 2030. Schools are facing increasing demands to prepare
students for rapid economic, environmental and social changes, for jobs that have not yet been created, for
technologies that have not yet been invented, and to solve social problems that have not yet been anticipated.
Education can equip learners with the agency, the competencies and the sense of purpose to shape their own
lives and contribute to those of others. Therefore, change is imminent.
Read more: OECD website.
What is OECD Education 2030?
In 2015, the Organisation for Economic Co-operation and Development (OECD) launched The Future of Education and Skills 2030 project and the OECD Education Policy Committee approved the OECD Education 2030 project.
In 2016, the OECD undertook an analysis of societal trends to identify the challenges for education in 2030. The challenges of the 21st century are the threatened environment, population growth, depletion of natural resources and climate change, and these economic challenges call for a focus on the needs of future generations and sustainable development. At the same time, new social challenges have already emerged as a result of technological progress and globalisation. By 2030, young people should be more innovative, responsible and aware.
The overarching goal of the OECD's Education 2030 project is to build a shared understanding of the knowledge, skills, attitudes and values that students and teachers need to learn and teach in the 21st century and to create well-being for all.
It is important to help countries find answers to two far-reaching questions:
- What knowledge, skills, attitudes and values will today's students need to thrive in 2030 and to shape their world?
- How can instructional systems develop these knowledge, skills, attitudes and values effectively?
Although the Education 2030 project focuses, as a starting point, on lower secondary education for the purposes of the Estonian National Curriculum, it recognises the importance of all levels of education, and of lifelong learning. The aim is to make the process of curriculum design and development more evidence-based and systematic through an International Curriculum Analysis. The new curricula imply changes in both learning and teaching, and a broadening of the agency of students and teachers.
Phase I: 2015 - 2018
Phase I of the OECD Education 2030 project: 2015-2018: explored the longer-term challenges facing education, conducted an International Curriculum Analysis and developed a conceptual Learning Framework for 2030. The main question was WHAT – what kinds of knowledge, skills, attitudes and values today’s students need to shape the future? The OECD Learning Compass 2030 was launched.
During Phase I, a number of OECD reports were prepared.
Phase II: 2019 and beyond
Phase 2 of the OECD Education 2030 project: 2019 and beyond: the main question is HOW? It focuses on three key areas: teacher competences, teacher agency and well-being, professional development of teachers, and the alignment of teacher training and teaching and assessment strategies with curriculum innovation. The Teaching Framework for 2030 (i.e. the TEACHING COMPASS) will be developed.
Virtual global forum 10-12. May 2021
Within the framework of the OECD's Education 2030 project, Estonia, under the auspices of the Estonian Ministry of Education and Research, will organise a virtual global forum on 10-12 May 2021. The forum will focus on the OECD's Education 2030 project as well as on introducing the Estonian education system and our educational practices. Our Minister for Education will also speak. Representatives of the student council, school leaders and parents are engaged in the forum.
- A flyer describing and promoting the OECD Education 2030 project in Estonian and in English.
- OECD Learning Framework 2030 (2018) and Learning Compass 2030 (2019)
- Overview brochure Curriculum (re)design. A series of thematic reports from the OECD Education 2030 project. OVERVIEW BROCHURE
- Thematic reports on the modernisation of curricula: Curriculum Overload: A Way Forward (2020); What Students Learn Matters: Towards a 21st Century Curriculum (2020); Ensuring Equal Opportunities Through Curriculum Redesign; Curriculum Flexibility and Autonomy (forthcoming – title TBD); Values covered by the curriculum (forthcoming – title TBD); An Ecosystem Approach to Curriculum Redesign and Implementation (forthcoming – title TBD)
- Technical Report: Curriculum Analysis of the OECD Future of Education and Skills 2030 (Policy survey on curriculum redesign (PQC), Curriculum content mapping (CCM), Mathematic Curriculum Document Analysis (MCDA))
- OECD report: Making Physical Education Dynamic and Inclusive for 2030 (2019)