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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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Policy-making to Promote Personalised Learning

Centre for Educational Research and Innovation

Ruano-Borbalan traces the history of ideas and knowledge about learning to discuss the issue of “personalization” with particular reference to France. An original characteristic of recent centuries, he argues, has been the development of massive systems to codify and reproduce society and a marked feature of such systems has been the form of their schools, classes and lessons. This is “efficient” when it comes to social reproduction and socialisation into society’s values but not in terms of knowledge acquisition, learning capacity, and autonomy. Because every human story is different, learning reflexes cannot be dictated, in any case not by policy makers. But we can make a variety of activities and knowledge available to learners, in a range of educational situations and then let them decide “on their own”, according to their preferences and personalities, how to progress and learn.

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