Curriculum in Transformation Mode

In the wake of the COVID-19 pandemic, the transformation of education and education systems has taken centre stage in global discussions. Societies around the world have come to recognise the pressing need for profound changes in educational purposes, content, and strategies. This universal agenda is driven by the shared goal of building a better, more sustainable future for generations to come.

At the heart of this educational transformation lies the curriculum. It serves as a critical foundation for shaping educational objectives and the associated course content, playing a pivotal role in the development of education policy. These objectives are deeply intertwined with education policy, necessitating open dialogues, public debates, and consultations with stakeholders both within and outside the education system.

What becomes evident is the urgency of reaffirming the curriculum as a transformative, progressive, forward-looking, and disruptive force in education. This calls for intensive, dialogue-driven collaboration among different institutions and stakeholders. By doing so, we can reinforce the curriculum's central role not only in education but also in the broader vision of human existence on this planet, as articulated in "Reimagining our futures together: a new social contract for education" by the Commission on the Futures of Education (2021).”

The IBE is globally recognized as an institution that helps nation states to build their curriculum proposals within an international perspective, offering an expert, neutral and unbiased outlook about possible ways to design, develop, revise and update the curriculum.

Through these pages, Renato Opertti, Senior Expert at the IBE, shares a series of reflections that invite us to revisit the curriculum as an opportunity and lever for societies to express their visions and aspirations. Curriculum can serve to position education as the pillar of a renewed social contract grounded on the welfare of all learners, as people and supporting societies and communities give effect to sustainable and better futures for younger generations. 

To foster a reimagined curriculum, we must shift our perspective from a mere collection of disconnected learning materials to a dynamic process influenced by public policies. In this paradigm, various stakeholders share responsibility for global education. Curriculum and pedagogy must harmonise, aided by effective teaching, learning, and assessment methods, ensuring equal access to education.

This book advocates for forward-thinking approaches that engage younger generations in decision-making, address the needs of vulnerable groups, and celebrate individuality within collaborative, nurturing learning environments. It emphasises foundational and transformative competencies, urging education systems to adapt to challenges posed by the Fourth Industrial Revolution, post COVID-19, generative AI, and global sustainability.