Too often questions about the purpose and direction of learning are confounded by existing building blocks. The most resistant to change being the curriculum content that constrains the scope for change. However many countries are now realising that tying leaning to a redundant set of knowledge and lessons is fundamentally hampering the ability of children to learn independently and set high expectations for their futures.
I’ve previously mentioned Singapore and Finland, both leaders in the OECD tables, abandoning traditional learning models and curricula for a project based learning approach in which the child has more autonomy and agency in determining their learning.
New Zealand has addressed the learning issue from a different angle and have come to some radically different perspectives regarding the purpose of learning for young people.
Tara Porter explores the NZ perspective in this article from the TES: Mental health: Why we should value wellbeing over results | TES