Adapting Curriculum to Bridge Equity Gaps.

• Author: OECD.
• Place / Publishing House: Paris : : Organization for Economic Cooperation & Development,, 2021.; Ã2021.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (115 pages)

This report takes a pragmatic look at equality, equity and inclusion in curriculum. It examines how curriculum can be adapted to meet specific needs of diverse learners, particularly vulnerable students. It also features a range of strategies which countries use to design curriculum, so that no stud...

Table of Contents

• Intro
• Table of Contents
• Executive Summary
• Key Messages
• What does research and international data say?
• Defining equality, equity, and inclusion in the context of curriculum design
• Equality in curriculum design
• Equity in curriculum design
• Inclusion in curriculum design
• Design Thinking and Universal Design for Learning (UDL)
• Design thinking
• Universal Design for Learning (UDL)
• Combining different approaches
• 1. Digital curricula
• Digital curricula that work for all students
• Digital curricula that support vulnerable students in particular
• 2. Personalised curricula
• Personalised curricula that work for all students
• Personalised curricula that support vulnerable students in particular
• 3. Cross-curricular content and competency-based curriculum
• Cross-curricular content and competency-based curriculum that work for all students
• Cross-curricular content and competency-based curriculum that support vulnerable students in particular
• 4. Flexible curricula
• Flexible curricula that work for all students
• Flexible curriculum that supports vulnerable students in particular
• What remains unknown
• Notes
• References
• Challenges and strategiesfor equity in curriculuminnovation
• Coping with uncertainty
• 1. Digital curricula
• Challenges
• Strategies
• 2. Personalised curricula
• Challenges
• Strategies
• 3. Cross-curricular content and competency-based curriculum
• Challenges
• Strategies
• 4. Flexible curricula
• Challenges
• Strategies
• Notes
• References
• Unintended consequencesand lessons learned
• 1. Use Universal Design for Learning as checklist
• 2. Change the paradigm of "learning and assessment" to favour the whole child and person development
• 3. Expect both untapped opportunities and new risks in public-private partnership.
• 4. Avoid stigmatising personalised cross-curricular content and competency-based curricula
• 5. Do not underestimate the resources required to close observable and non-observable equity gaps
• Notes
• References
• Contributors list.