Between 13 and 15 March 2017, the IBE-UNESCO Director convenes a first consultation meeting on Future Competencies and the Future of Curriculum: A Global Reference for Curricula Reforms for the Fourth Industrial Revolution.
The meeting brings together in reality and virtually, global thought leaders, including individual experts, and representatives of key organizations and networks deeply engaged with the topic, such as: the OECD, the World Bank, KEDI, the New York Academy of Sciences, Pearson, Education World Forum, Education Fast Forward and Global Cities Network: Asia Society; universities and institutes like the University of Melbourne and Moscow Institute of Education; diverse country experiences including Argentina, Australia, China, South Korea, Finland, New Zealand, Chile and Seychelles; the private sector such as Salesforce; and eminent personalities in education such as Anthony MacKay and Michael Barber.
For the next couple of days, they will discuss and refine a compendium of three interconnected normative reference documents, namely: Reconceptualizing and repositioning curriculum in the 21st century: A proposed paradigm shift; Competencies for the fourth industrial revolution: A global reference for curricula transformation; and Teaching, learning, assessment and reporting in a competency based curriculum.
This is the first meeting of a global consultative process, to pool expertise and to come up with a consolidated approach, in order to provide the Member States with technical advice on future competencies and on transitioning to a competency-based curriculum; and to outline a common process and mechanisms for ensuring the sustained relevance of that technical advice.
This set of documents will be further refined through a broad international consultation through the IBE’s Global Curriculum Network (GCN), as well as regional consultations/e-forums led by the IBE, in collaboration with prominent curriculum and assessment specialists. A second consultation meeting will be held at Marbach Castle (Öhningen, Germany), in May 2017. Together, the outputs of these consultations are meant to contribute to the answering of the ongoing question: What ought education and learning systems be doing to prepare their learners for the fourth industrial revolution?