Countries’ Competencies Index introduced by CCR

@CurrRedesign #4DEdu #21stcenturyskills #AIED

June 25, 2021 – The Center for Curriculum Redesign (CCR) is pleased to announce the introduction of its Discussion paper “Assessing countries’ competencies-CCR-CSE Leading Education Series#3 06-2021”, published jointly with the Center for Strategic Education. This paper wishes to promote a healthy global conversation about the necessity for societies and educators to develop and measure competencies such as Skills and Character qualities, in addition to Knowledge.

CCR built the 4D Index by combining and weighing 4–8 proxy parameters per competency (e.g., corruption index etc. for Ethics) from trusted sources (OECD, UN, WEF, WB, etc.), and based on CCR’s 4D framework (a highly researched synthesis of more than a hundred frameworks from around the world).

Charles Fadel, founder of the CCR, added: “The most interesting results from the paper are:

  1. Even advanced tests like PISA and PIAAC are not correlated with how a country performs on its Competencies, so there is clearly a need for more specific instruments.
  2. Middle-income countries rise significantly when new parameters besides Knowledge, such as Mindfulness, Courage and Growth Mindset, are introduced (witness Thailand, Brazil, Mexico, and others, in the table below).
  3. Nordic/Baltic countries perform extremely well in all respects, reflecting their UN’s Human Development Index, and perhaps owing to a social model that does not tolerate deep inequities.

4D Index of Competencies

The paper concludes with the following critical questions:

  • How can a jurisdiction improve its education system to match the desired outcomes in Skills, Character, and Meta-Learning? Where should it put its educational energies, given its existing social capabilities?
  • Most critically in a troubled world, how can we measure the rate of change of a jurisdiction without longitudinal analysis over a decade? (Time being of the essence). Are there proxies to measuring the adaptability of a jurisdiction, and its willingness to change?

The CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?”. The CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please visit curriculumredesign.org or contact the CCR at: info@curriculumredesign.org.

FAQs:

Q:  Does this mean CCR wants educators to replace knowledge with skills?
A. Unequivocally, no.  This is an old debate and false dichotomy that died out in the US about ten years ago.  Most educators worldwide recognize that Knowledge is not enough to educate a “whole child”.  CCR’s framework shows Knowledge very explicitly, and it has written two (!) large reports on Knowledge, and has also designed knowledge standards for modern Mathematics (to be announced shortly).  Lastly, note the first paragraph of this release that states “in addition to Knowledge” (italicized for your noticing).

Q: What about the challenges posed – in conceptualization, in data sources, in construction and in establishing validity – how have you solved them?
A.  We do not claim to have done that, as this is not a research paper.  But CCR’s proxy approach is commonly used by numerous indices around the world, even in education circles: for instance, the construction of university rankings, with several competing views about which parameters matter, and their weights.  Please refer to the Preamble section of the paper.

Embedding Competencies in Disciplines: which 21st Century Skills/SEL are most appropriate for which content?

Is Math appropriate to teach leadership, or is critical thinking more likely? Beyond Communication and Creativity respectively, what should Language and Arts focus on? After three years of research, CCR publishes its ground-breaking recommendations in a new report, which describes which disciplines are most conducive to teach given competencies. Among the findings:

  • The importance of the Arts for the development of many Competencies
  • The importance of modern disciplines such as entrepreneurship, for competencies that are difficult to cover via traditional disciplines (such as Courage and Leadership).

Executive Summary

While CCR’s Competencies outline a framework—beyond Knowledge—of what people must learn for success, teaching them explicitly can be difficult or overwhelming even for expert teachers. To explicitly teach the Competencies, a framework matching them to specific Disciplines is necessary. This system allows each Discipline to focus on specific Competencies that can be systematically designed to guarantee comprehensive coverage of Skills, Character, and Meta-learning, for any individual student moving through the system. These Competencies should be matched with the disciplines best suited for their learning. Such a system also limits the scope of what teachers must incorporate and master to the most relevant and essential Competencies so as to prevent overload. CCR recommends the mapping between Disciplines and Competencies as described below; it is a strong suggestion about which Competencies should be taught in which discipline. These conclusions were reached based on both top-down (synthesis from research) and bottom-up (opinions from US State Teachers of the Year) approaches.

CCR is grateful to the OAK Foundation for its multi-year generous and trusting support.

Dr. Dirk Van Damme (ex-OECD) warmly welcomed to CCR

@CurrRedesign #4DEdu #21stcenturyskills #AIED

The Center for Curriculum Redesign (CCR) is very pleased to announce that Dr. Dirk Van Damme, will join its ranks as a distinguished Senior Research Fellow, starting June 1, 2021.

Dr. Van Damme’s achievements are numerous:

  • He is until May 31, 2021 Senior Counsellor and Head of the Innovation and Measuring Progress Division (IMEP), which covers both the Centre for Educational Research and Innovation (CERI) and the Indicators of Educational Systems (INES) program, in the OECD Directorate for Education and Skills. He has been leading and inspiring CERI’s innovative research portfolio for the past 13 years.
  • He holds a PhD in educational sciences from Ghent University (Belgium) and is also professor of educational sciences in the same university (since 1995). He was also part- time professor in comparative education at the Free University of Brussels (1997-2000) and visiting professor of comparative education at Seton Hall University, NJ, USA (2001-2008). He was general director of the Flemish Rectors’ Conference, the main advisory body for higher education policy in the Flemish part of Belgium between 2000 and 2003.
  • He was professionally involved in educational policy development between 1992 and 2008, and served as chief of staff of Mr Frank Vandenbroucke, Flemish minister of education between 2004 and 2008.
  • His current interests are evidence-based innovation in education, comparative analyses of educational systems, the science of learning and knowledge management in education.

Charles Fadel, founder and chairman of the CCR, stated: “The ability of CCR to attract a world- class expert like Dirk is a comforting proof that CCR is on the right track in its “Education Engineering™” efforts. CCR is the only organization with an official partnership with CERI, and it makes a lot of sense to continue this harmonious relationship. This is also a deep pleasure for me very personally, as Dirk has been an inspiring colleague for a decade now, a fellow traveler and critical friend of CCR, and an empathic and profound force in education improvement around the world.”

Andreas Schleicher, director of OECD’s Directorate for Education and Skills, stated: “Dirk has been invaluable to the OECD, and since the CCR has provided important inspiration to OECD’s work on the future of education and curriculum design, I hope this new role will help to strengthen our collaboration further. I wish Dirk and CCR continued success, and will rejoice in continuing to interact with them at OECD meetings”.

For inquiries, please contact info@curriculumredesign.org

Dassault Systèmes US Foundation grants CCR for Computer Science course extension

The Center for Curriculum Redesign (CCR) is pleased to announce it has received generous funding from the Dassault Systèmes US Foundation to develop a new module on 3D design and innovation for its “4-Dimensional Computer Science (“4DCS”) courseware, aimed at assisting high school teachers and students.   

The 4DCS courseware squarely aims at economic development for all jurisdictions, as it is the only profession that can participate in a global economy without having to be uprooted from one’s location, and necessitates only a low investment in adequate computer and Internet connectivity. The graduates’ outcomes include the following:

  • Computer Science 2- or 4-year college
  • Non-Computer Science college
    •  Including Computer Science Teacher, which are in extremely short supply worldwide
  • Certifications
  • Vocational Education
  • Entrepreneur (start-up)
  • Self-employed consultant
  • Employable by organization

4DCS is unique in that it offers a best-in-class-worldwide coverage that is focused on both employability and equity:

  • Exceptional and yearly-updated content (broad and deep)
  • Explicitly builds Skills and Character (social/emotional)
  • Deliberately weaves in Entrepreneurship
  • Develops student identity, agency, and purpose

It is also focused on Teachers’ professional development:  4DCS offers online live and on-demand training to span the entire curriculum and full breadth of teaching strategies that are essential for effectively teaching computer science. In addition to a guarantee of becoming classroom-ready to teach 4DCS, CCR offers micro-credentials for all areas of the content and requisite Skills, Character and Meta-Learning abilities.

Al Bunshaft, President, Dassault Systèmes US Foundationstated: “We are excited to have CCR working to deliver a new curriculum, one which introduces students to 3D and uses virtual universes to more actively engage learners in science and engineering topics. Through these experiences, students will be better prepared for careers across a range of industries.”

Charles Fadel, founder of the CCR, added: “Computer Science is unique in that it allows for relatively high wages to be earned almost anywhere around the world, and participate in a global economy without uprooting individuals.  The challenge is to train teachers and students to excel, to avoid delocalization through commodification”

La Fondation Dassault Systèmes® was set up by Dassault Systèmes, the 3DEXPERIENCE Company and world leader in 3D design software. La Fondation is actively contributing to transforming the learning experience by offering academic and research institutions opportunities to leverage the power of experience to learn better and faster by transforming the way people interact with, and discover, the world around them.

The CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?”. The CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please visit curriculumredesign.org or contact the CCR at: info@curriculumredesign.org.

CCR & Brookings report analyzes jurisdictions’ focus on Competencies

The Optimizing Assessment for All team at Brookings, jointly with the Center for Curriculum Redesign, announces a new report, “Competencies for the 21st century: Jurisdictional progress.”  The report describes jurisdictions’ level of preparedness in increasing their focus on 21st century competencies (skills, character, and meta-learning—also known as “21st century skills” and “social-emotional learning”).

Already needed for educating the “whole child for the whole world” during normal times, competencies such as resilience, mindfulness, and growth mindset have been starkly highlighted by the COVID-19 pandemic. But learning these competencies cannot be turned on at the flip of a switch—it is a process that needs to be started and sustained during good times and—especially—bad times.

The report highlights some major issues for researchers, practitioners, and policymakers:

  1. The 12 competencies are distributed reasonably similarly across the three dimensions, primarily for the skills dimension in the CCR framework, and less so for the character and meta-learning dimensions.
  2. There was a scarcity of pedagogies designed to develop student proficiencies in the competencies. Different jurisdictions varied in their methods of communicating pedagogies, and in holding teachers accountable. When documentation on pedagogies were found, they rarely addressed the 12 competencies.
  3. There is clear lack of alignment across curriculum, pedagogy, and assessment, which is necessary for implementation of the competencies.

Jurisdictions – covered in the report or not – should feel free to contact the CCR Founder & Chairman, Charles.Fadel@CurriculumRedesign.org

MathWorks Grants CCR Funding for “21st Century Mathematics” Courseware

@CurrRedesign @MathWorks @SchleicherOECD 4DEdu #21stcenturyskills #AIED #OECDPISA

November 19, 2019  The Center for Curriculum Redesign (CCR) is pleased to announce it has received support from MathWorks to develop “21st Century Mathematics” courseware online, aimed at assisting high, middle and lower school teachers and students.   

The Mathematics courseware covers ten areas of change in PISA Mathematics 2021, stemming from recommendations the CCR produced for the OECD’s PISA 2021 and Australia’s ACARAThe courseware brings together into a single cohesive implementation, all of modernized knowledge – context, content and concepts -, interdisciplinarity and projects, and skills, character and meta-learning abilities. The design will allow for self-paced student work, significant teacher professional development, and demonstrate multiple pedagogical approaches to courseware publishers.

Andreas Schleicher, director of OECD’s Directorate for Education and Skills, has commended CCR’s work for its contribution to PISA Maths 2021 in a recent letter, also stating: “Starting with the Stockholm conference in 2014 in conjunction with the OECD, followed by colloquia in East Hampton NY and Cambridge MA, and culminating with the Geneva conference in 2018, the CCR has doggedly pursued an agenda of relevance and modernization of education standards and assessments, applied to Mathematics in this case.”

The first module of ten that will be featured in the courseware will be available on the OpenEdx platform in March 2020.  For inquiries, please contact info@curriculumredesign.org

Jack Little, president and cofounder of MathWorks, stated: “Evolving the way STEM subjects are taught and learned is critical to inspiring the future generation of mathematicians, engineers and scientists. MathWorks is pleased to support CCR’s courseware initiative.”

Charles Fadel, founder of the CCR, added: “It is very rewarding when open-minded thought leaders recognize and embrace the need for moving Mathematics forward.  This courseware reflects the needs of this century’s leading-edge mathematics professions such as Data Scientists, Algorithmics, etc. coupled with a far deeper understanding of fundamental math topics such as proportionality and number sense.  This comprehensive design will appeal to a significantly larger number of users, who are unfortunately too often turned off by the partial irrelevance of many mathematics subjects, and the poor pedagogical practices associated with them.  We are very grateful to MathWorks for its clarity of vision and kind generosity, as this work will significantly extend and support the prior grant from Mr. Ray Stata “.

MathWorks is the leading developer of mathematical computing software. MATLAB, the language of engineers and scientists, is a programming environment for algorithm development, data analysis, visualization, and numeric computation. Simulink is a block diagram environment for simulation and Model-Based Design of multidomain and embedded engineering systems. Engineers and scientists worldwide rely on these product families to accelerate the pace of discovery, innovation, and development in automotive, aerospace, electronics, financial services, biotech-pharmaceutical, and other industries. MATLAB and Simulink are also fundamental teaching and research tools in the world’s universities and learning institutions. Founded in 1984, MathWorks employs more than 4500 people in 16 countries, with headquarters in Natick, Massachusetts, USA. For additional information, visit mathworks.com.

The CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?”. The CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please visit curriculumredesign.org or contact the CCR at: info@curriculumredesign.org.

Microsoft selects CCR’s “4D” Framework Rev 1.0 for Skills, Character and Meta-Learning

@CurrRedesign #4DEdu #21stCenturySkills #AIED @MSFTNews @microsoft

October 16th, 2019 The Center for Curriculum Redesign (CCR) is pleased to announce that Microsoft Education Research will be using its CCR Framework Rev 1.0 to help different international education systems establish a shared competencies standard equivalency.

This CCR 4D framework is the first of its kind to describe a deeply researched, explicit and consistent structure for 21st century education of Skills, Character, and Meta-Learning (aka “21st century skills”; social-emotional learning).  The framework expresses these dimensions through 12 parameters, with their 60 sub-competencies, and a lexicon of 200+ associated and related constructs.

The intent of the 4D framework is to provide jurisdictions, organizations, municipalities and schools with a blueprint for a curriculum that transforms 21st century competencies into daily practice, helping teachers and students in developing relevant skills, character, and meta-learning qualities, all to be expressed through Knowledge disciplines.  These competencies are much needed to update K-12 curricula around the world, to make 21st century education a lot more relevant.  The framework is propagating rapidly to a growing number of organizations globally, notably among them both the Mastery Transcript Consortium™ and Atlas as already announced.

Charles Fadel, founder of the CCR, and co-author of “21st Century Skills”, “Four-Dimensional Education”, and “Artificial Intelligence in Education”, adds: “It is very validating to CCR that a corporation of the stature of Microsoft selected its framework over numerous other possibilities.  The Framework was created at a cumulative investment of approximately $6M over the past 6 years.  We are releasing the tip of the iceberg at this stage, and will soon announce other several high-profile partners.  The framework was painstakingly developed as an elaborate synthesis of 75+ other frameworks worldwide, with clear design goals of actionability: comprehensiveness, compacity, orthogonality, abstraction and global relevance. This will allow learners to thrive in an innovation-driven yet problem-challenged world, one that is shifting to learning-based societies where fulfilled citizens will not only generate knowledge but also know how to apply it, how to behave and engage in the world, and how to reflect, adapt, and “learn how to learn”. 

Dr. Maria Langworthy, Worldwide Director, Education Research at Microsoft, stated: “CCR’s framework stood out to us because it maps the curriculum frameworks from many different countries and jurisdictions to a common framework that includes advanced competencies in a consistent way. This is important for developing internationally valid work standards that could enable ‘interoperable’ learner profile data. When those learner profiles are expanded to include a broader range of advanced competencies, it will be necessary for them to be represented consistently in education systems’ data platforms.”

Microsoft (Nasdaq “MSFT” @microsoft) enables digital transformation for the era of an intelligent cloud and an intelligent edge. Its mission is to empower every person and every organization on the planet to achieve more.

The CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?”. The CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please visit curriculumredesign.org or contact the CCR at: info@curriculumredesign.org.

CCR Releases “4D Framework” 1.0, the First of Its Kind Which Outlines 21st Century Skills, Character and Meta-Learning, and Partners with Global Curriculum Leaders

@CurrRedesign @MasteryTranscript @PlanOnAtlas @MastTranscript#4DEdu #21stCenturySkills #AIED

The Center for Curriculum Redesign (CCR) is pleased to announce the release of it CCR Framework Rev 1.0, the first of its kind which outlines a deeply researched, explicit and consistent structure for 21st century education of Skills, Character, and Meta-Learning (aka “21st century skills”; social-emotional learning).  The framework expresses these dimensions through 12 parameters, with their 60 sub-competencies, and a lexicon of 200+ associated and related constructs.

The intent of the 4D framework is to provide jurisdictions, organizations, municipalities and schools with a blueprint for a curriculum that transforms 21st century competencies into daily practice, helping teachers and students in developing relevant skills, character, and meta-learning qualities, all to be expressed through Knowledge disciplines.  These competencies are much needed to update K-12 curricula around the world, to make 21st century education a lot more relevant.  The framework is propagating rapidly to a growing number of organizations globally, notably among them both the Mastery Transcript Consortium™ and Atlas as announced herein.

Charles Fadel, founder of the CCR, and co-author of “21st Century Skills”, “Four-Dimensional Education”, and “Artificial Intelligence in Education”, adds: “The Framework was created at a cumulative investment of approximately $6M over the past 6 years.  We are releasing the tip of the iceberg at this stage, and will soon announce other several high-profile partners.  The framework was painstakingly developed as an elaborate synthesis of 75+ other frameworks worldwide, with clear design goals of actionability: comprehensiveness, compacity, orthogonality, abstraction and global relevance. This will allow learners to thrive in an innovation-driven yet problem-challenged world, one that is shifting to learning-based societies where fulfilled citizens will not only generate knowledge but also know how to apply it, how to behave and engage in the world, and how to reflect, adapt, and “learn how to learn”. 

Notable Partners announced today:

The Mastery Transcript Consortium™ is made up of a growing network of public and private member high schools who are codesigning the Mastery Transcript, a high school transcript that supports mastery learning and reflects the unique skills, strengths, and interests of each learner. In the coming years, the MTC hopes to change the way students prepare for college, career, and life.

Stacy Caldwell, CEO of the MTC, stated: “MTC is pleased to see strong alignment between the work of our member high schools and CCR’s deeply researched framework. The CCR model offers to schools a blueprint for organizing mastery credits in ways that support the range of higher-order thinking skills and social-emotional learning needed for today’s world, and we look forward to offering it as an option for our member schools.”

Atlas, a subsidiary of Faria Education Group, is a leading international education company that provides curriculum management platforms for K-12 schools.  As the trusted choice for over 6,000 schools in 120 countries, Atlas allows schools around the world to initiate, revamp, and continuously refine and improve their curriculum process.  

Bernard Merkel, Director of Client Services at Atlas, stated: “We’re excited to work with CCR to provide the 4D framework as an option for our schools to use in Atlas as it adds another tool in our teacher’s pockets to continue to refine and deepen their curricular work.”

The CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?”. The CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please visit curriculumredesign.org or contact the CCR at: info@curriculumredesign.org.

“Artificial Intelligence in Education” introduced by CCR

Promises and Implications for Teaching and Learning

What will education look like as it is transformed by AI?

#4DEdu @CurrRedesign #AIED #Edu #artificialintelligence #EdTech


PRAISE FOR ARTIFICIAL INTELLIGENCE IN EDUCATION

“Artificial Intelligence in Education is really two books in one: the first presents a comprehensive curriculum framework for 21st century learning; the second is a thorough survey of the uses of AI in learning. It is an invaluable resource for those concerned with the future of education.” —Tony Wagner, best-selling author of The Global Achievement Gap and Creating Innovators


“…a must read for educators and all stakeholders interested the future of education which will be impacted – and more than likely transformed – by AI…By staying rooted in the science of learning, the authors provide a critical lens on both the potential benefits and risks of AI without hyping the technology.” 
Jim Flanagan,Chief Operating and Strategy Officer, The International Society for Technology in Education (ISTE)

ABOUT THE BOOK

The landscape for education has been rapidly changing in the last years: demographic changes affecting the makeup of families, multiple school options available to children, wealth disparities, the global economy demanding new skills from workers, and continued breakthroughs in technology are some of the factors impacting education. Given these changes, how can education continue to prepare students for the future and increase its relevance?

The emergence of Artificial Intelligence (AI) has exacerbated the need to have these conversations.  Its impact on education and the multiple possibilities that it offers are putting pressure on educational leaders to reformulate the “What” (school curriculum) and the “How” (channels to deliver it).

International Baccalaureate (IBO) Awards CCR Grant for Research on Future Employment Skills

@CurrRedesign #4DEdu #AIED @iborganization

The Center for Curriculum Redesign (CCR) is pleased to announce it has received a grant from International Baccalaureate (IB),  a nonprofit educational foundation offering high quality programs of international education to students from almost 5,000 schools across more than 150 countries.  The grant was issued for the study and examination of two IB programs designed to prepare students aged 16 to 19 for future employment, and to recommend areas for improvement to help students thrive in the 21st century labor market.

With changes in the skills demanded by the current and future labor markets, students need to master new competencies to adapt to these trends in an innovation-driven economy.   For the economy to stay competitive, it needs to shift from a knowledge-based economy to a learning-based economy where citizens will not only generate knowledge but also know how to apply it, how to behave and engage in the world, and how to reflect, adapt, and “learn how to learn” 

The study conducted by the CCR will provide an overview of current trends shaping the labor market and identify the most important and relevant skills that are required to be successful in these areas. The research will review two of the IB’s global education programs and identify the skills that are addressed and the areas that are missing. To make these insights actionable, the CCR will review best practices in 21st education of skills and compare it with current IB programs and recommend enhancements to the curriculum.

Brad Shrimpton, Head of Research at the IB, said: “We are delighted to be working with CCR on this study, which will help us gain important insights to develop our curricula.

The study will evaluate the degree to which the IB Diploma Program (DP) and Career-Related (CP)  programs incorporate skills associated with high-quality employability.”

Charles Fadel, founder of the Center for Curriculum Redesign, and co-author of “21st Century Skills” and “Four-Dimensional Education”, added: “The International Baccalaureate enjoys an excellent global reputation for its innovations and pursuit of deeper learning.  CCR is excited to undertake this leading-edge work which leverages its broad expertise in whole learners’ four-dimensional education for life and work.”

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.  For more information or to contact the IB, please visit ibo.org.

The CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?”. The CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please visit curriculumredesign.org or contact the CCR at: info@curriculumredesign.org.