Personalising Education
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Personalising Education

Personalisation of education can mean many things and raises profound questions about the purposes of and possibilities for education. What are the policy challenges to be addressed in furthering personalisation? What do the learning sciences, including burgeoning research into brain functioning, have to contribute in pointing the way ahead? What are the constraints imposed by key stakeholders in education systems – including teachers, parents and employers, and how should these be met? Such questions are addressed in this new volume in the OECD's Schooling for Tomorrow series, with contributors from Canada, Denmark, France, Germany and the United Kingdom.

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Chapter
 

The Future of Public Services

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English
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Author(s):
Charles Leadbeater

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Charles Leadbeater argues that personalisation has the potential to reorganise the way public goods and services are created and delivered. Such reorganisation requires exploration of different approaches to personalisation and this chapter explores these: bespoke service, mass customisation, and mass-personalisation. Personalisation through participation allows users a more direct say in the way the service they use is designed, planned, delivered and evaluated. This involves the following steps: intimate consultation: expanded choice: enhanced voice: partnership provision: advocacy: co-production: funding. Personalised learning assumes that learners should be actively engaged in setting their own targets, devising their own learning plans and goals, choosing from among a range of different ways to learn. This implies far-reaching changes in the role of professionals and schools. But the biggest challenge is what it means for inequality: the more that services become personalised, the more that public resources will have to be skewed towards the least well-off.
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