Personalising Education

image of 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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Choice and Voice in Personalised Learning

Centre for Educational Research and Innovation

David Miliband, UK Schools Standards Minister at the time of the London personalisation conference, presents his vision and policy agenda for personalisation of learning. He outlines five components of personalised learning to guide policy development. i) It needs assessment for learning and the use of data and dialogue to diagnose every student’s learning needs. ii) It calls for the development of the competence and confidence of each learner through teaching and learning strategies which build on individual needs. iii) It presupposes curriculum choice which engages and respects students. iv) It demands a radical approach to school organisation and class organisation based around student progress. v) Personalised learning means the community, local institutions and social services supporting schools to drive forward progress in the classroom. He develops the importance of the concepts of “choice” and “voice” as fundament to the personalisation agenda.

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