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Launch of the series In-Progress Reflections on Current and Critical Issues in the Curriculum and Learning

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The International Bureau of Education (IBE-UNESCO) has the pleasure of announcing the launch of the series In-Progress Reflections on Current and Critical Issues in the Curriculum and Learning. This reflection series offers a common space for global conversations, collective productions and discussions on curriculum issues that are of high concern for UNESCO Member States. The blog will cover a wide array of knowledge products, amongst which you will find: discussion papers, policy briefs, frameworks, guidelines, prototypes, resource packs, learning tools and multimedia resources. These will be thoroughly discussed, revised, adapted and disseminated engaging education and curriculum agencies / institutes in general, and curriculum developers and specialists, development experts, policy makers, teacher trainers, supervisors, principals, teachers, researchers and other educational stakeholders, in specific.

We invite you to explore the blog and engage with the first reflection of the series “Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design and Implementation.” Please share your comments and perspectives, join a community of experts and contribute to the global conversation for inclusive and equitable quality education!

Join the conversation!



About the In-Progress Reflections on Current and Critical Issues in the Curriculum and Learning


Through blogs and e-forums, we encourage the audience to actively interact and bring in their diverse and enriching perspectives.  In effect, the online space for reflections allows us to stay connected; facilitates exchange between experts from different regions of the world; and truly fosters continuous reflection on the issues of concern in curriculum. The In-Progress Reflections will capture relevant visions, views and comments shared by the audience, and will serve as a key resource to support Member States’ efforts in mainstreaming relevant findings and effective practices in national policies, curriculum frameworks and developments, and in professional practices.