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Action

A n t i c i p a t i o n R e e c t i o n

ValuesAttitudes

KnowledgeSkills

C o r e f o u n d a t io n s T r a n s f o r m a t i v e c o m p e t e n cies C r e a t in g n e w v a l u e T a k i n g r e s p o n s i b ilit y Reco n c ilin g t e n s i o n s d i l e m m a s

Co-agency with peers,

teachers, parents, communities C o m p ete n c i e s

Well-being

2030

Student agency

More content at:

www.oecd.org/education/2030-project

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STUDENT AGENCY

The concept of student agency, as

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Learning Compass 2030, is rooted in the

principle that students have the ability and POH RLOO PR SRVLPLYHO\ LQࢊXHQŃH POHLU RRQ OLYHV and the world around them. Student agency LV POXV GHࢉQHG MV POH ŃMSMŃLP\ PR VHP M JRMO UHࢊHŃP MQG MŃP UHVSRQVLNO\ PR HࢆHŃP ŃOMQJHB

It is about acting rather than being acted

upon; shaping rather than being shaped; and making responsible decisions and choices rather than accepting those determined by others.

When students are agents in their learning,

that is, when they play an active role in deciding what and how they will learn, they tend to show greater motivation to learn and MUH PRUH OLNHO\ PR GHࢉQH RNÓHŃPLYHV IRU POHLU learning. These students are also more likely PR OMYH ȉOHMUQHG ORR PR OHMUQȊ ȁ MQ LQYMOXMNOH skill that they can and will use throughout their lives. $JHQŃ\ ŃMQ NH H[HUŃLVHG LQ QHMUO\ HYHU\ ŃRQPH[P PRUMO VRŃLMO HŃRQRPLŃ ŃUHMPLYHB )RU H[MPSOH VPXGHQPV QHHG PR XVH PRUMO agency to help them make decisions that recognise the rights and needs of others.

While a well-developed sense of agency can

help individuals achieve long-term goals and overcome adversity, students need foundational cognitive, social and emotional skills so that they can apply agency to their

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Agency is perceived and interpreted

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OMYH QR GLUHŃP PUMQVOMPLRQ IRU POH PHUP ȉVPXGHQP agency" as it is used in the OECD Learning

Compass 2030; interpretations will vary across

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active role in their education is central to the

Learning Compass and is being emphasised in

a growing number of countries.In education systems that encourage student agency, learning involves not only instruction and evaluation but also co-construction.

Co-agency is when teachers and students

become co-creators in the teaching-and- learning process. The concept of co-agency recognises that students, teachers, parents and communities work together to help students progress towards their shared goals.

KEY POINTS

Agency implies having the ability and the RLOO PR SRVLPLYHO\ LQࢊXHQŃH RQHȆ

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and the world around them.

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[HUŃLVH MJHQŃ\ PR POH full potential, students need to build foundation skills. The concept of student agency varies across cultur es and develops over a lifetime. FRMJHQŃ\ LV GHࢉQHG MV LQPHUMŃPLYH mutually supportive r elationships-with parents, teachers, the community, and with each other- that help students progress towards their shared goals.

IN BRIEF

When students are agents

in their learning, they are more likely to have "learned how to learn" - an invaluable skill that they can use throughout their lives.

For the full concept note, click

here

Action

A n t i c i p a t i o n R e e c t i o n

ValuesAttitudes

KnowledgeSkills

C o r e f o u n d a t io n s T r a n s f o r m a t i v e c o m p e t e n cies C r e a t in g n e w v a l u e T a k i n g r e s p o n s i b ilit y Reco n c ilin g t e n s i o n s d i l e m m a s

Co-agency with peers,

teachers, parents, communities C o m p ete n c i e s

Well-being

2030

Student agency

Source: www.oecd.org/education/2030-project/learning/student-agency

AGENCY IN ACTION

Source: www.oecd.org/education/2030-project/learning/student-agency

STUDENT AGENCYVisit:

www.oecd.org /education/2030-project/

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interactive content mobile app 2SCAN . DISCOVER OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019 -505101520 helps students learn from mistakesgives problems that require thinking for an extended timelets students decide on their own proceduresmakes students reflect on the problemgives problems that can be solved in different wayspresents problems in different contextsasks students to explain how they solved a problemgives problems with no immediate solutionasks students to apply what they have learned to new contextsDisadvantaged studentsAdvantaged studentsPISA score -point difference in mathematicsThe OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019

0. Silence Neither young people nor adults believe that young people can contribute, and young people remain

silent while adults take and lead all initiatives and make all decisions.

1. Manipulation Adults use young people to support causes, pretending the initiative is from young people.

2. Decoration Adults use young people to help or bolster a cause.

3. Tokenism Adults appear to give young people a choice, but there is little or no choice about the substance and

way of participation.

4. Assigned but informed Young people are assigned a specific role and informed about how and why they are involved, but do

not take part in leading or taking decisions for the project or their place in it.

5. Adult led with student input Young people are consulted on the projects designed, and informed about outcomes, while adults

lead them and make the decisions.

6. Shared decision making, adult led Young people are a part of the decision-making process of a project led and initiated by adults.

7. Young people-initiated and directed Young people initiate and direct a project with support of adults. Adults are consulted and may

guide/advise in decision making, but all decisions are ultimately taken by young people.

8. Young people-initiated, shared

decisions with adults Young people initiate a project and the decision making is shared between young people and adults.

Leading and running the project is an equal partnership between young people and adults. OECD Future of Education and Skills 2030 Concept Note © OECD 2019 OECD Future of Education and Skills 2030 Concept Note © OECD 2019quotesdbs_dbs6.pdfusesText_12

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