Education systems around the world have traditionally been characterized by closed knowledge systems, overly prescriptive curricula, narrow conceptions of success and achievement, and a failure to fully empower teachers as facilitators of learning. This inhibits their ability to develop a full spectrum of human learning capabilities amongst learners, especially in their formative schooling years. This paper argues that, while there may be various reasons for these issues, one critical problem is that many education systems are inhibited by complex policy environments that, most likely unintentionally, impede meaningful learning and create educational closure.
NBA Author(s)
Type
Report
Education Sector
Primary and Secondary Education
Licence Condition
Date of Publication
