Considering our relationships to stories about the past and looking at learning as a process of encounter can help Canadians to become better treaty partners.
While COVID-19 has held back learning, the pandemic presents a historic opportunity to revamp education systems.
Calls to reinstate home economics as a solution to modern woes reduce the field to a set of practical skills, undermining its breadth and complexity.
There are significant gaps in what teachers in Ghana know about ozone depletion and climate change, even though these subjects are in the science curriculum.
Students who took part in the program scored 8% higher on the state science test than students who received traditional instruction, and demonstrated greater social and emotional learning.
Current learning systems do not allow all learners to realise their full potential.
The NSW curriculum review advocates for students to learn at their own pace. While this may work within a classroom, there is no research supporting the reform of a whole education system.
The NSW curriculum review recommends students be assigned tasks based on their ability, rather than their age. This approach recognises the progress individuals make over the course of a year.
Canadians for the most part have been well served with dispassionate professional judgements about matters of public interest, except when it comes to what kids learn at school.
Schools are back, but NCEA level 1 media studies soon won’t be — at a time when media literacy is more vital than ever.
Health education curriculums need to specifically prepare healthcare professionals to respond to a pandemic when it comes to aspects like infection control, aged care and mental health.
Leaked curriculum drafts in Alberta show a desire to revive old colonial myths. To face today’s challenges, we need stories that teach how humans are related to each other and to all life forms.
From medieval thinkers to James Baldwin, loving one’s country has never meant you can’t be critical of it too.
The UK government has published new guidance barring materials produced by groups opposed to capitalism from schools.
In a recent survey, 64% of youths said they’ve experienced bushfires, heatwaves and drought in the past three years. But 88% believe they’re not taught to protect themselves and their communities.
The fact that teachers in Uganda’s rural schools weren’t trained in the local language means they can’t teach children in their mother tongue and this leads to poor literacy acquisition.
Despite calls for climate change to be part of our education, Australia has not designed, implemented nor funded a coherent, educational approach to our climate emergency.
The questions in the NAPLAN numeracy tests are often years behind the level of mathematics students following the curriculum are studying that year.
The number of students achieving GCSEs in technical and creative subjects along with religious education has declined yet again.
Poor understanding can be put down to the content in Kenyan schools’ curricula.