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Everyone has a human right to develop their capacities and to participate fully in society.

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Education and the skills and knowledge it provides also strongly influence one's life chances, employment opportunities and wages, and health, as well as one's future contribution to society and the economy. Furthermore, education plays an important role for general patterns of social and income inequality and mobility. For all these reasons, improving equity in education is a high priority in all OECD countries. Indeed, investing in equity pays off and equity in education goes hand in hand with quality and efficiency.

Governments in every country set up the overall framework that shapes their education system and defines its operation. They determine the organisation and structure of the system, who is allowed to provide compulsory education, what choices of schools are available to parents and students, what mechanisms are in place to finance education, its overall goals, as well as the standards by which providers are held accountable. Navigate the policy network to explore the world of education or use the search box to go directly to a thematic page of your choice.

Use the filtering box to display only thematic pages and related content for the level of education that you are interested in. All thematic pages give you a quick overview of the OECD's research and analysis.

Social Dynamics and Changing Educational Systems

For more details, just click on individual key insights and policy options that you find interesting to get the bigger picture. The world is rapidly changing around us and we need new and better stories to tell about how we're going to address the wicked problems we're facing. Adam and Ben have done a masterful job demonstrating how we can reframe what learning means in the world today.

Previously, education systems tried to address student learning in a closed system: very isolated, very insular, and irrespective of who was in the room. Adam and Ben have crafted a masterful blueprint that will challenge and inspire you to think about how to open up learning for everyone, including teachers, parents, and community members. Education desperately needs to be open and expansive, pushing against the artificial walls and boundaries we have constructed over the years. Adam and Ben will show you how. Rachel Belin. Taking inspiration from intellectual innovators around the world and under our noses, Haigler and Owens do a masterful job of explaining how we can and why we must--move from supporting students as passive consumers to active creators of their own education experience.

Tom Callaway. The structure of the open source way applied to learning is obvious, as the book outlines the path to building the learning equivalent to Red Hat, while not ignoring the challenges that exist in taking that journey. At Red Hat, I've lived a constantly evolving process built on collaboration, remix, transparency, and community.

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I have always believed that these core open source tenets can and should be applied to the way that students learn, and this work provides a vital next step: the plan to actually do it. Through innovation and real world experience, students can be prepared to not just survive, but thrive. The authors of this book see that and embrace that! Stephanie Abraham Hirsh. Bryan C. Education leaders, take note of 'The Open Way:' teacher-led collaborative teams can unlock innovation, student success, and teacher satisfaction like you've never seen.

Aria F.

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Adam Haigler and Ben Owens have articulated a vision for 21st century learning that finally breaks with an industrial-era understanding of how and why we learn. Rather than suggesting new tweaks to an old system, they reimagine how learning can reshape not only individual students, but the communities in which they live, learn, and work. Haigler and Owens illustrate how learning centered around collaboration, creativity, and what they call 'intense transparency' is in line with the dynamic shift happening across society more broadly; thus, not only is 'Open Way Learning' a pedagogical model that makes learning personally relevant and intellectually rigorous, but also one that better prepares students for the current information age.

Justin Reich. With their colleagues, they have created a school where students engage in meaningful learning inside their classrooms and with the wide learning beyond. In Open Up, Education!

The ancient Greek model

Adam and Ben understand that great teaching starts not with individual teachers but with a community of educators devoted to building trust, sharing ideas, and working towards continuous improvement. Mark Sass. Too many books rely on sophisticated or elegant arguments to be the motivation to act. It made it easier for me to envision open source education as a real possibility to help us move beyond our antiquated K learning system.

Dan Cruce. What I see, and I hope you see, is an intentional focus on the purpose of learning, the outcomes of learner-relevant work, and the value of connecting it to community and collaboration. To that end, I implore readers to celebrate the specific successes from 'Open Way Learning,' but more importantly, focus on the "how" and the "why" versus the "what" and replicate that intentionality for your student, children, and community needs. That's, in my opinion, the secret sauce here. Ben and Adam have created such a user and reader friendly way to teach we adults a lesson and we adults usually don't like to be taught lessons by showing us what's right in front of us and ready for success.

I thank them for teaching me that lesson in Open Up, Education!. Basingstoke: Palgrave Macmillan. PDF proofs of manuscript. Green, A. New York: Palgrave Macmillan. Education, Equality and Social Cohesion. PDF version as published. Final version. Filetti, A.


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Acta Politica. Citizenship Teaching and Learning, 11 3 , Version as published. Hoskins, B. Keating, A. McAdory, S. Vol 36, No 5, pp Scuola Democratica , No 2, pp Qureshi, Y.

Dimeglio, I. Vol , No 1, pp Mons Vol 55, No 1, pp Vol50, No 1, pp Nationalities Papers. Vol 36, No 1, pp Vol 34, No 1, pp Vol 7, No 1, pp Vickers Vol 37, No 3, pp Janmaat J. Vol 43, No 2, pp Han, C. In: Schoon, I. Cambridge: Cambridge University Press.

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