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Rethinking Education & Curriculum Frameworks
In a world of increasing uncertainty, complexity and contradiction we need to better understand and anticipate the changing learning landscape. In doing so, we need to re-contextualize the foundational principles of a humanistic approach to education governance and make a collective effort towards the future of education.
Revisiting the purpose of education and the organization of learning in a changing global context, it is a call for both public policy dialogue and forward-looking research on learning systems in the 21st century. (Rethinking Education: Towards a global common good? (2015)) is the fruit of the work of a Senior Experts' Group established by the Director-General of UNESCO to rethink education in a world of rapid transformation.
Reference Framework for Curriculum
Curriculum, as defined in the UDL literature, has four parts: instructional goals, methods, materials, and assessments. UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom.
DMI Systems specializes in designing systems that clearly represent curriculum frameworks in varied contexts and align the learning outcomes with the learning resources and assessments at different depths of knowledge. This defines the alignment of instructional goals, methods, materials, and assessments to achieve the excellence & equity of UDL.