A public debate on the attainment targets in

Flanders Example of a participative approach to curriculum reform

Sien Van den Hoof

17 October 2016

Overview

Rationale Preparatory phase Design Results Way forward Epilogue

Rationale

Minister’s policy note (2014-2019)

Overall view on policy development: co-creation Revision, update, reduction of the attainment targets

Preparatory phase

Consultative groups Content Technical aspects

Background papers

For the Flemish Parliament and interested audiences Available through ministry website

Design

Design A broad public debate in 2016

4 questions: What should every youngster learn at school

to participate in tomorrow’s society? to achieve personal development? to participate in the labour market? for lifelong learning?

Design Phases:

February-March - “50 Days of Education”: stimulating debates

Online: designated website and platform, social media Face-to-face: tools available through the website

March-April: Interim analysis April - “5 Nights of Education”: deepening the debate

In 5 Flemish provinces Based on the input from the 1st round

May - “Education festival”: handing over the results to the Parliament

All involved stakeholders – whole-system approach

June-July: Final analysis - report

Design

A separate debate focused on the students Organized by the Flemish Pupil Council Selection and training of 10 youngsters

Kick-off at the Flemish Parliament: “Day

of the 100”

Debates in schools

Social media

“Back to school” for policy makers

Participation in the Education Festival

Final report

Design

Wide media coverage of both strands Scientific evaluation of the public debate Related scientific initiatives on the role and functioning of the

attainment targets: “Scientific review on the functioning and efficiency of the attainment targets as a policy instrument” (Simons & Kelchtermans, 2016) GCES Case Study (OECD, 2016)

Results Public debate: thematic clusters

1. Personal development and self-knowledge 2. Social competences 3. Self-reliance and practical competences 4. Knowledge and use of languages 5. Critical thinking and problem solving 6. Political and societal questions 7. Learning competences 8. Philosophical and ethical questions 9. ICT and new media 10. Sustainability questions 11. Professional competences 12. Scientific and research competences 13. Arts and culture 14. Basic knowledge

Results Student debate: themes • Health • Mental balance • Building on strengths • Ready for life after secondary education • Connected to one another • Both feet in the world

Results Overall findings:

Creativity, out-of-the box thinking,… Connections, context, systems thinking, … Critical, inquiry thinking Well-being of pupils and general health

Way forward

Analysis of the results and findings Debates in the Flemish Parliament Decisions regarding

- Content - Functions - Form - Development procedure

Timing: first new attainment targets by April 2017 (Implementation September 2018)

Epilogue

New approach to involve stakeholders in policy development Large-scale approach with many different players Considerable dynamics about a complex topic

Fun

Traditional stakeholders Lobbyists Individuals with a loud voice External private firm vs government Time consuming – need for intensive monitoring of the process It’s not research Importance of initial questions Availability of background information Accountability and feedback towards participants How to continue the participative approach during next phases?