We strive for brevity; our philosophy is: “Perfection is attained not when there is no longer anything to add, but when there is no longer anything to take away” (Antoine de Saint-Exupery)
The CCR is very pleased to announce that the International Baccalaureate has joined as partner. Siva Kumari, Director General, stated: “It is important that curriculum and assessments are continuously refined… to prepare young people for the future.”
The CCR looks forward to a fruitful and sustained collaboration.
The CCR is very pleased to announce that, at its 90th session, the governing board of the OECD’s Centre for Educational Research and Innovation (CERI) endorsed the strategic partnership between CERI and CCR (see: OECD CERI Letter to CCR).
The CCR is most grateful for the exemplary and productive relationship enjoyed to date, as witnessed by the “Character Education for a Challenging Century” conference in Geneva, the “Interdisciplinarity & Metacognition” colloquium in Paris, and the “Mathematics for the 21st Century” conference in Stockholm.
The CCR looks forward to continue redesigning Education through leading-edge high-impact research projects and events, jointly with OECD/CERI.
The Center for Curriculum Redesign (CCR) is very pleased to announce that the Secondary School Admission Test Board has joined as a partner.
Heather Hoerle, Executive Director, stated: “We are pleased to offer SSATB’s support to the Center for Curriculum Redesign. SSATB’s mission of “providing unparalleled leadership and service in meeting the admission assessment and enrollment needs of schools, students, and families” will be fully realized through strategic partnerships with forward thinking organizations like CCR. She also stated: “CCR’s vision to challenge, explore, and redefine curriculum is critical to the future of each learner”.
Delegates described the “Character Education for a Challenging Century” conference as “fantastic”, “wonderful” and “inspirational”, culminating with the Geneva Declaration. The content of the conference is now available below (and please scroll down further to read instructions on how to access the videos).
Presentation: Importance of Character Education to OECD and all countries – Andreas Schleicher (Director, Education and Skills Directorate, OECD)
|Presentation: Why Character Education? Exponential technologies and their impact on humankind – Charles Fadel (Center for Curriculum Redesign)|
|Presentation: Human Enhancements redefining what it means to be human – Richard Sandford (Researcher, U. of Bristol)|
|Presentation: Developing Courage – Bernard Harris (First African-American astronaut to perform a spacewalk)|
|Talk: Wilful Blindness and the need for deep integrity – Margaret Heffernan (author, “Wilful blindness” and TEDGlobal presenter) – WATCH VIDEO (see instructions below)|
|Conference notes: Education, “Bildung” and Mindfulness – Han de Wit (Acharya, Shambhala; representative of Sakyong Mipham for Europe)|
|Presentation: Leadership for humanity’s best instincts – Carsten Sudhoff (Founder, The Circular Society, and former Chief Human Resources Officer, World Economic Forum)|
|Presentation: Intellectual Virtues: What they are and Why We Need Them.”- Barry Schwartz (Professor, Swarthmore College, and TED.com presenter)|
|Presentation: OECD’s Research on “Social and Emotional Skills” – Dirk Van Damme (Head of CERI, Directorate for Education and Skills, OECD)|
|Presentation: Assessing Character – Shanette Porter (Professor, U. of Chicago)|
|Presentation: The Pornified Life: What is the impact of these messages and what can be done? – Mary Anne Layden (Department of Psychiatry, University of Pennsylvania) – WATCH VIDEO (see instructions below)|
|Presentation: Moral and social development priorities in child-raising – Richard Weissbourd (Director, Human Development and Psychology program, Harvard Graduate School of Education)|
|Talk: Courage: can it still blossom in an era of over-protection? Gerard D’Aboville (First person to cross the Atlantic and Pacific oceans by rowing, solo; author, “Alone”) – WATCH VIDEO (see instructions below)|
|Presentation and Paper: Awakening student curiosity – Dr Conrad Hughes (Director of Education, ISG)|
|Presentation: The importance of Mindset – Eduardo Briceño (CEO, Mindset Works, collaborator of Stanford University’s Carol Dweck on “Mindset”)|
|Presentation: How Schools Can Develop Character: Teaching for Social / Emotional Learning – Linda-Darling-Hammond (Professor, Stanford University)|
Presentation: Character education framework for the 21st century (Charles Fadel, Founder of CCR)
We are pleased to share with you videos of the conference’s key speakers. You may access them by follow these instructions:
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We are sincerely indebted and grateful to the following organizations and foundations for their support: Fondation Helvetica Educatio (Geneva, Switzerland); Montes Alti Education Foundation (Geneva, Switzerland); Fondation Henri Moser (Geneva, Switzerland); and our partners: OECD/CERI (Paris, France); and the International School of Geneva.
The Center for Curriculum Redesign, in partnership with the OECD/CERI, is pleased to announce Character Education for a Challenging Century, a global conference in Geneva, Switzerland, and online via video, October 22-24, 2014.
The conference will bring together a global, growing community focused on the theme of “Character education for success in life and work” at the International School of Geneva and online. Leading educators, policymakers, executives, and spiritual leaders will discuss solutions to the crucial questions: Which character traits matter most for the 21st century? And how are they best developed?
Please help us spread the word to your networks, and we hope to see you in Geneva or online. Register at: http://curriculumredesign.org/character/
Thanks to generous support from the Bill & Melinda Gates Foundation, and the Fondation Henri Moser, the Center for Curriculum Redesign has worked during the past two years to synthesize research on Mathematics education around the world – as related to the central question: “What should students learn for the 21st century?”
The recommendations are now published as three succinct papers, which describe the goals for redesigning standards for Mathematics for the 21st Century:
- Maths Branches, Subjects and Topics – CCR
- Maths Methods and Tools – CCR
- Maths Concepts and Processes – CCR
and the supporting paper: Does Maths Education Enhance Higher Order Thinking Skills – CCR.
The recommendations have incorporated copious input and feedback from: CCR member jurisdictions; many invited experts at its Stockholm conference; and an experts’ colloquium in East Hampton NY.
As always, the CCR remains open to constructive suggestions and creative ideas, so please feel free to contact us at firstname.lastname@example.org.
“Hype vs. Reality: A.I./Robotics and impact on employability” was the theme of the third CCR colloquium on the topic (see agenda and past colloquia: #2 and #1). Several leading economists and technologists (participants and bios) debated the potential impact of technology on employability, starting with a critique of the Oxford Martin Study: The_Future_of_Employment_OMS_Working_Paper_1.
The presentations were given by: (alphabetically)
- Henrik Christensen – Georgia Institute of Technology (140319-NYC-Jobs-roundtable)
- Ernest Davis – New York University (Employment)
- Charles Fadel – Center for Curriculum Redesign (moderator, sponsor) (CCR economists intro 2014 – Charles Fadel)
- Michael Handel – Northeastern University (USCIB_roundtable_Handel)
- Gary Marcus – New York University (Marcus employment2)
- Frank Levy – Massachusetts Institute of Technology (Levy Five Minute Slides)
- Luke Muehlhauser – Machine Intelligence Research Institute (Luke Muehlhauser roundtable slides)
- Susan Puglia – IBM (Hype vs Reality – AI and Robotics – IBM POV SPuglia 031914)
- Juergen Schmidhuber – The Swiss AI Lab IDSIA (USI & SUPSI) (roundtable2014)
- John Smart – Acceleration Studies Foundation (Smart-TechUnemploymnt-CCR)
- Lynn Andrea Stein – Olin College (Stein)
The consensus reflected the following views:
- Routine tasks will remain the most automatable, for the foreseeable future. Even some facets of innovative and creative activities might become automatable.
- The full-fledged adoption of technologies generally takes much longer than initially anticipated, yet often strikes deeper eventually than assumed a priori.
- Robust occupations will be those that are “full of challenges with new discoveries to be made, new performances to be obtained, new things to be learned and shared with others“.
- Occupations that will see an increase in demand are so-called T-shaped (requiring both depth and breadth) with deep expertise and complex communications skills.
- Further progress on predictability would require a deep, sector-by-sector analysis, and cannot be achieved by a top-down review.
- The ultimate challenge in predictability is due to the parameters being numerous, variable, with wide “error bars”, and temporally interplaying with each other.
The Center for Curriculum Redesign is grateful to the Hewlett Foundation, the USCIB Foundation and the McGraw-Hill Financial – Global Institute for their support of the research and the event.
On October 14-15, 2013, the OECD hosted CCR’s Interdisciplinarity & Metacognition colloquium (agenda). The following presentations are now available:
- The Theory and Findings of Interdisciplinary Education – William H. Newell (Miami University in Ohio)
- Interdisciplinarity in Primary Education : Why, What and How ? – Yves Lenoir (Universite de Sherbrooke)
- Interdisciplinarity and Metacognition – Lessons from Learning Environments – David Istance (OECD/CERI)
- Metacognition in the classroom – Peter Nilsson (Deerfield Academy)
- Learning to learn – what is it and can it be measured ? – Ulf Fredriksson (Stockholm University, Institute of International Education)
- Metacognition and self-regulated learning in different subject areas – Roger Azevedo (North Carolina State University)
- A Metacurriculum on Metacognition: What Instructors and Students Can Learn From Thinking About Learning – Karl Wirth (Macalester College)
The CCR is grateful to all presenters, participants, and partners.
We are very pleased to announce that Victoria (Australia) is the eight key PISA jurisdiction to join the Center for Curriculum Redesign. Richard Bolt, Secretary for Education, stated: ““The innovative work of your Center as a thought leader… is both timely and important”. We look forward to enhanced collaboration between all the CCR participants.
A recent survey published by the Business and Industry Advisory Committee to the OECD (BIAC*) highlights that employers in 27 countries consider that curriculum reform should be the first priority in schools. Evidently, this emphasis is directly aligned with the Center’s core mission.
The report states: “It is interesting to note that the most commonly selected priority is school curricula reform, closely followed by linking education to labour market needs and improving co-operation with employers… it is interesting to note in Chart 3(a) that many business and employers’ organisations do wish to build closer co-operation at this level of education. Improving teaching quality and training, including VET and school leaders, is also a high priority for employers in many countries according to the survey results.
Given the attention attributed to curriculum reform, the survey requested specific details from respondents about which elements of the curriculum should be strengthened in their respective countries. The results are shown in Chart 3(b) . According to the responses, it appears that employers most commonly believe that more emphasis is needed on science, technology, engineering and mathematics (STEM) in national curricula. This is closely followed by enhancing focus on core skills such as numeracy and literacy, as well as critical thinking and communication skills. In some countries, business and employers organisations also attribute importance to enhancing language skills, as well as basic economics and personal finance.”
*BIAC is the officially recognised representative of the OECD business community. Founded in 1962 as an independent organisation, BIAC’s members are the major business organisations in the OECD member countries and a number of OECD observer countries.
The full text of the press release can be found below:
BIAC Media Release
Employers call for closer Co-operation in Education Policy and Reform of School Curricula
Paris, 6 June 2013 – According to an international survey of national business and employers’ organisations, the private sector is calling for education systems to focus more closely on the needs of labour markets.
The employers’ survey was carried out by the Business and Industry Advisory Committee (BIAC) to the OECD, and includes responses from 28 leading national business and employers’ organisations in 27 countries spanning several continents.
Commenting upon the results, Mr. Attilio Oliva, Chair of the BIAC Education Committee, stated that “The high level of unemployment in many economies around the world is a painful reminder of the crucial importance of helping every person of any working age become as employable as possible – not only in the current economic period, but also for any moment in one’s future working life”.
Survey responses show that it is necessary to deepen co-operation between employers, policy makers and education institutions in order to design reforms that improve education systems – in schools, higher education and vocational training. This should also be an important element of the OECD Action Plan for Youth, to which the OECD Ministerial Council committed on 29 May 2013.
At the school-level, for example, the survey results suggest that reforming curricula is a top priority for employers. This should include increased focus on “STEM” (science, technology, engineering and mathematics), as well as skills such as reading, numeracy, communication and critical thinking, among others.
“The BIAC survey reinforces the point that employers care deeply about skills and we must all work together to boost the quality of our education systems,” Mr. Oliva added. “Improving education is essential for people to find jobs, for employers to find employees with relevant skills, and for our economies and societies as a whole to thrive”.