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4. Behaviours: the willingness to put into practise what has been learned.
Attention needs to be focused on the curriculum, not only in terms of its content but also on the processes whereby it may be adapted, ‘customized’ and updated in response to rapid rates of change and growing diversity. Curricula must have the ability to remain relevant to rapidly changing contexts. Similarly, teachers and facilitators need to be trained and re-trained in keeping with new challenges and demands.Textbooks and other learning materials need to be kept up-to-date lest they become irrelevant to learners’ needs or continue to propagate ideas and information that are biased. Learners need to be reoriented to become responsible actors – the primary participants in their own learning. In addition, new ways of accessing and organizing information through computers and the Internet need to become more widely used in the future.
The importance of information and monitoring must not be underestimated.Measuring quality has always been a challenge, even with conventional definitions but with an expanded concept, the measurement of quality faces new challenges. For example, how might one measure the acquisition and exercise of ‘generic’ skills and capabilities that can be applied to a range of situations and in a variety of contexts (such as problem-solving and communication skills)? How might one measure and monitor such ‘softer’ areas as education for sustainable development and education for peace,human rights and respect for diversity? How can learning that is informal in character be measured and validated in order to facilitate new opportunities in the perspective of lifelong learning?
Quality education – a framework
The primary concern is learning and, therefore, the relationship between the learner and the teacher is critical. Nevertheless, the inputs that surround and foster – or hamper– learning are just as important. These can be seen as affecting learning at two levels.