UNESCO
Uit onderzoek weten we dat...
01 Every learner learns differently, and is influenced by a complex combination of internal factors (biological including neurobiological) and context (political, social, cultural, institutional, environmental, technological, etc.) Therefore, receiving a personalized learning experience is an entitlement and a human right for every learner.
02 A whole-brain learner-centric approach towards learning strengthens the interconnectedness of cognition and the social-emotional domains, which is essential for human flourishing.
03 Context heavily influences the design and implementation of an education for flourishing but over time, education for flourishing will also influence context, leading to an upward spiral towards sustainable and peaceful societies across the world.
04 Learner agency should be promoted by shifting from passive to active learning, where each learner actively engages in and experiments with information and the environment and the relationship between teacher and student is bi-directional.
05 Potentiality instead of meritocracy should be used to evaluate the success of learners. Potentiality is measured by an individual's own rate of learning based on a personalized learning trajectory that uses dynamic and formative learner assessments.
06 Investment in education is needed but must be directed to a whole-brain learner-centric system designed and implemented to be equitable and inclusive.
07 Multidisciplinary dialogue, research and collaboration is needed to ensure different perspectives, understanding and context to guide education and learning.
 | Summary for Decision Makers.pdf (10.38MB) |
| Summary for Decision Makers.pdf (10.38MB) |
Policy Recommendations
01 Re-organize curricula, pedagogies, and learning assessments toward a whole-brain learner-centric, socially inclusive education for human flourishing that emphasizes interconnectedness instead of isolation between cognition, metacognition and social- emotional learning.
02 Replace credentialism and meritocracy that pits individuals against each other with potentiality which focuses on investing in self, and evaluation of self-growth over time.
03 Implement the six domain curricula (environment, culture, society, technology, interpersonal, self) for a learning experience towards human flourishing.
04 Invest in mother-tongue instruction in early childhood education to maximize the potential of children from diverse backgrounds.
05 Introduce early universal screening, intervention, and monitoring to design inclusive education and learning.
06 Provide a global database to facilitate personalized learning experiences for all learners across the world.
07 Support and strengthen school-community partnerships to promote more localized, place-based curricula to link learning to real world problems learners face daily.
08 Every learner learns differently, and is influenced by a complex combination of internal factors (biological including neurobiological) and context (political, social, cultural, institutional, environmental, technological, etc.) Therefore, receiving a personalized learning experience is an entitlement and a human right for every learner.
09 Involve parents as partners in the implementation of whole-brain learner-centric education.
10 Re-organize education funding to ensure equitable and inclusive whole-brain learner-centric quality education for all learners at all stages of learning.
11 Re-organize research funding to enable truly multidisciplinary, large-scale, and global research programmes.
