Video narratives that illustrate the concepts of OECD Learning Compass 2030
5-minute lesson videos that illustrate how our attached schools are fostering the competencies that help students thrive in the year 2030 according to the OECD learning compass.
Japan Innovative Schools Network (ISN) in collaboration with our organization has also created a practical video that specifically shows the concept of the “OECD Learning Compass 2030”. Please refer to the ISN Achievements.
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Exemplary lesson that fosters “Taking Responsibility” in Transformative Competencies (junior high school physical education)
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Exemplary lesson that fosters “Taking Responsibility” in Transformative Competencies (junior high school home economics) |
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Exemplary lesson of “Anticipation-Action-Reflection (AAR) cycle” (junior high school science)
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Exemplary lesson of “Anticipation-Action-Reflection (AAR) cycle” (elementary school physical education)
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Exemplary lesson that fosters “Agency” among students (junior high school national language)
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※Instructors’ affiliation is from 2017 when the lessons were recorded
What is OECD Learning Compass 2030?
OECD Education 2030 project sets out to answer the following questions in order to help students thrive in a complex and uncertain world of 2030: What knowledge, skills, attitudes and values will today’s students need to thrive in and shape their world? How can instructional systems develop these knowledge, skills, attitudes and values effectively?
OECD calls the students’ will to positively influence their own lives and the world around them, and the capacity to affect change as “student agency”. OECD proposes the Learning Compass 2030 as a learning framework that provides points of orientation towards “Future We Want: Well-being 2030”. It provides students with a “compass” that helps them navigate their own paths towards this destination.
In the Learning Compass, OECD defines the competencies that students need to contribute to and thrive in our world, and shape a better future as “transformative competencies”. These competencies include “creating new value”, “reconciling tensions and dilemmas”, and “taking responsibility”.
Moreover, in order for students to find their way towards “societal well-being”, they must acquire many other “competencies”. Competencies allow them to meet and overcome complex challenges that confront their realities. In this diagram, the three competency components “knowledge”, “skills”, and “attitudes and values” are illustrated as the vertical and horizontal axis of the compass.
To make learning count as a compass that guides students towards the goal of collective well-being, students must repeatedly “anticipate”, “act” and “reflect” upon their competencies as they engage in various practices and activities. OECD calls this the “AAR cycle” and it is indicated by a rotating arrow on the outer wheel of the compass.
