World Higher Education Conference (WHEC 2022), Barcelona, Spain, 20-23 May 2022 Hed Talk: The transformation of curriculum at the core of the education agenda in the post pandemic era Renato Opertti UNESCO International Bureau of Education (UNESCO-IBE) Senior Expert UNESCO Chair on Hybrid Education at the Catholic University of Uruguyay (UCU) (Download the slides to watch the videos.)

1. UNESCO International Bureau of Education
The transformation of curriculum
in the post pandemic era
Renato Opertti
UNESCO-IBE Senior Expert
20 May 2022
Barcelona, Spain
World Higher Education Conference (WHEC 2022)
1

2. Yao Ydo, UNESCO-IBE Director
Andreas Schleicher, OCED Director for Education
2
Source: UNESCO-IBE, OECD. 2021. Repositioning learning at the core of the transformation in education: Towards a 21st century curriculum
- UNESCO IBE/ OECD Webinar No.1. 13 July 2021.​ UNESCO-IBE.

3. We need to rethink curriculum to
educate our new generations for
more sustainable, fair and
inclusive futures. Top political and
policy priority.
3
@OneLineStock.com/Shutterstock.com

4. 4
The pre-pandemic lens
© Can Stock Photo / Frogella

5. 1. Curriculum reflects and develops what kind of education is needed
to achieve the social imaginaries that we pursue. Ideological and
programmatic considerations.
2. Curriculum contributes to the comprehensive formation of the
person through the diversification of learning experiences related
to his/her aspirations, motivations, interests, contexts and
circumstances. Holistic understanding.
3. Curriculum is a driver of quality education sustaining the design and
development of educational policies. Systemic understanding.
Six points around curriculum debates and
developments
5

6. 4. Curriculum connects the what, the how, the when and where to
educate, learn and assess to ensure that every learner matters
equally.
5. There are eight interconnected dimensions of curriculum:
prescribed, implemented, negotiated/mediated, perceived,
experienced, achieved, hidden and forgotten.
6. Curriculum is sustained on educators, empowered as classroom
policymakers and curriculum co-developers, and on educators and
learners as agents and co-agents in the learning process .
Six points around curriculum debates and
developments
6

7. The pandemic lens:
10 Clues for
rethinking curriculum
7
@Getty Images/ iStockphoto

8. Understanding of the younger generations
Make visible the multiple factors
associated to vulnerability
Sustainable, healthy and socially
committed lifestyles
Meaningful and engaging reconnection
Personal, interpersonal and social
competencies to support learning
CLUE1
8
@Rawpixel.com/Shutterstock.com

9. GU Yue, Student, China
9
Source: UNESCO-IBE, OECD. 2021. Repositioning learning at the core of the transformation in education: Towards a 21st century curriculum
- UNESCO IBE/ OECD Webinar No.1. 13 July 2021.​ UNESCO-IBE.

10. Combating factors related to vulnerability
CLUE2
Development potential of the person
from age zero onwards
Integration of inter-sectoral and inter-
institutional approaches
Holistic and transformative public policy
perspective
10
@UNESCO

11. Reinforcing understanding
between school and families
CLUE3
Critical role of schools as agents of
socialization
Greater appreciation by parents of the role
of teachers, and promotion of renewed ways
of collaboration and family engagement
Facilitate the access to educational resources
and connectivity
Closing generational gaps and moving
towards personalizing education
11
@davide bonaldo/Shutterstock.com

12. Deepening glo-local education
Connection, nearness and convergence
across cultures
CLUE4
Students as protagonists of their present and
their future
In-depth analysis of issues beyond the
disciplinary and interdisciplinary boundaries
Curriculum as a genuine glo-local
construction
12
@ISSARET

13. Enhancing the focus on the person
Understanding each person as an indivisible
whole
CLUE5
Integration of findings from various
disciplines to understand learners and
learning
Meaningful connections between the system
levels, provisions, settings and disciplines
13
@UNESCO

14. Promoting value synergies
CLUE6
Understand the complementary nature of
values
Values as reinforcing commonalities and
acknowledging differences
Twining curriculum and pedagogy
14
@michaeljung/Shutterstock.com

15. Valuing diversity
Diversity as a window of opportunity for
democratizing learning
CLUE7
The triad made by
inclusion, diversity and personalization
Overcoming binary thinking and action
Back-and-forth interactions
between teachers and learners
15
@Robert Kneschke/ Shutterstock.com

16. Focusing on education
that enhances freedom
CLUE8
Mainstreaming freedom and autonomous
thinking into the curricula
Teachers’ openness to promote learners’
freedom
Key test for a progressive curriculum
Promote learners’ intellectual autonomy
16
@UNESCO

17. Moving towards
hybrid modes of education
CLUE9
Guiding framework to support the integration
of in-person and distance learning (ecosystem)
Strengthening teachers’ and learners’
competencies hand in hand
The triad: devices/connectivity, public
platforms and teachers’ opportunities to
produce and share
Entails an in-depth revision of the
curriculum to reimagine the future
17
@metamorworks/Shutterstock.com

18. CLUE10 Inspiring affection for
teachers as educators
Educators explore the unknown and searching
for solutions
Facilitating a better understanding of learners’
identities and sensibilities
Dilemma: capitalizing the new developments or
staying in the comfort zone
Reinforcing collaboration and peer learning
among educators
18
@Drazen Zigic/Shutterstock.com

19. Katerine Franco Cardenas
Teacher, Colombia
19
Source: UNESCO-IBE, OECD. 2021. Repositioning learning at the core of the transformation in education: Towards a 21st century curriculum
- UNESCO IBE/ OECD Webinar No.1. 13 July 2021.​ UNESCO-IBE.

20. Post-pandemic lens:
Towards a renewed
curriculum agenda
20
20
20
@Getty Images/ iStockphoto

21. UNESCO-IBE HELA Initiative
Hybrid Education, Learning
and Assessment
5 Objectives
iii. Strengthen the capacities of practitioners to implement the
hybrid modes with a focus on how to prepare, facilitate and
assess programmes and courses combining in-person and
distance activities, personalizing education using
technology as an enabler to support teaching, learning and
assessing, and producing, sharing and validating teaching,
learning and assessment resources.
iv. Provide technical support on how to mainstream the hybrid
modes within the processes of curriculum renewal and
development processes leaded by MOEs and related
institutions.
v. Create a worldwide clearinghouse on effective hybrid
teaching, learning and assessment practices with a focus on
supporting teachers from developing countries in
scaffolding and improving learning opportunities, processes
and outcomes.
i. Promote inter-sectoral and inter-institutional policy
and technical dialogue around the hybrid modes of
educating, learning and assessing visualized as
windows of opportunities to enhance and democratize
learning opportunities and settings as well as to
diversify teaching, learning and assessment processes.
ii. Produce, discuss and validate guidelines/frameworks to
support countries in customizing hybrid digital modes
to the local, cultural and social contexts, within an
international comparative perspective based in peer
learning and sharing of expertise across regions.

22. What are we learning from the innovations
implemented during the pandemic?
Reimagine education
for better and more
resilient futures
Renewed meaning
of core concepts
Intersectoral public
policies transformation
Connecting pieces to
understand learners
Well-being of learners
and teachers
Revisiting roles
Top-down and
bottom-up
approaches
Hybrid integrated
modes
Triangulation of
evidence
@StunningArt/Shutterstock.com
Rethink the role of
universities/ higher
education in addressing
the societal challenges

23. Flexibility as
multidimensional
Glo-Local collective
developments
Untap the full potential
of the learner
Looking into the future
Clues for educational transformation
Student as a
Person
Hybridization of
education at large
Strengthen trust and
links among stakeholders
@StocKNick/Shutterstock.com

24. Students at
the center of
the
educational
system
Renewed
alliances
between
stakeholders
Family
engagement
Strengthening
social-
emotional
learning
Well-being
of learners
and
educators
Mapping innovations from "Learning to Build Back Better Futures
for Education: Lessons from educational innovation during the
COVID-19 pandemic" (Reimers & Opertti, 2021)

25. Reimagining our futures together:
A new social contract for education
(UNESCO, International Commission on the Futures of
Education, 2021)

26. Informing the curriculum
agenda
1
2
3
4
5
6
7
8
9
Curriculum proposal for a
damaged world
Integrating knowledge and
emotions into educational
practices
Broadening fundamental
literacies
Reinforcing the humanities
and Sciences hand in hand
Enhancing learners’ and
educators’ competencies for
a digital world
Strengthening arts
education
Educating for Human Rights
Educating for active
citizenship
Educating for democratic
participation
Reimagining our futures together: A new social contract for
education (UNESCO, International Commission on the Futures
of Education, 2021)

27. Informing the pedagogical
agenda
1
2
3
4
5
6
7
8
9
Relevance of why and how we
learn defines what we learn
Relational nature of the
pedagogical interactions
between students and
educators
Interdisciplinary collaborative
learning to allow in-depth
analysis of issues
Appreciating inclusivity,
interculturality, diversity,
difference and pluralism as
connected
Unlearning biases, prejudices
and divisions
Student
development informing the
purpose of assessment
Solidarity and cooperation as
crosscutting signposts
Social and pedagogical
imaginaries hand in hand
Challenging hegemonic
cultural and knowledge views
Reimagining our futures together: A new social contract for
education (UNESCO, International Commission on the Futures
of Education, 2021)
27
@hxdbzxy/Shutterstock.com

28. THANK YOU！
28