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Policy complexity and school curricula: A case for openness in the education system

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.

Education Sector
Primary and Secondary Education
Date of Publication
Children in a Classroom. In the back of a classroom, are children about 11 years old with a female teacher talking about the subject
Learner support
Policy development
Teaching and learning
Offering strategic planning and policy advice to significant role players in education planning and implementation
Conducting research and evaluation in the education sector