HPST 2023 Conceptual Framework

   As part of the PISA High Performing Systems for Tomorrow (HPST) project, established in 2018, this publication delves into the transformative journey of education systems around the world. Initially focusing on jurisdictions with high performance in PISA, HPST embarked on a dual-path exploration: comparative research into learning systems and high-level policy dialogues on the future of education in the AI era. This synthesis, a product of discussions and research, seeks to redefine education's purpose in the 21st Century. It argues for a shift towards 'human flourishing,' a concept that transcends traditional educational objectives and aligns with the dynamic, AI-integrated world.

Entering its second phase in 2022, HPST is  looking deeper into 'Education for human flourishing.' This document, evolving from a baseline paper published by the Centre for Strategic Education, seeks to fortify and elaborate a set of foundational principles. In setting out an aspirational vision for the future of education, that equips young people to navigate a complex world and achieve well-being, it draws inspiration from the OECD Education 2030 Learning Compass.  Emphasising the unique challenges and opportunities presented by AI, it proposes a new educational paradigm, distinguishing flourishing from well-being, clarifying the concept of agency in learning, and highlighting specific competencies relevant to ‘Education for human flourishing’. Subsequent iterations will offer perspectives on metrics and system design, shaping a new narrative for secondary education and guiding the future trajectory of PISA.

  This 2023 Conceptual Framework is a collaborative effort, bringing together a diverse group of contributors from across the globe.

Key jurisdictions that have played a vital role include Australia, British Columbia (Canada), Estonia, Finland, Germany, Singapore and the United Kingdom,

each bringing their unique insights and experiences in education.

The individual contributions of thought leaders and experts in the field have been invaluable:  

Valerie Hannon, Kristjan Kristjansson, Otto Scharmer and Tyler VanderWeele provide deep expertise and innovative perspectives.

The coordination and synthesis of these inputs have been managed by the OECD secretariat.

 Jurisdictions

(Permanent Secretaries)

Australia

British Columbia (Canada)

Estonia

Finland

Germany

Singapore

United Kingdom

 Organisations

(CEOs)

National Centre on Education and Economy

International Baccalaureate Organisation

Competencies 

contribute to valued outcomes for societies and individuals; help individuals meet important demands in a variety of contexts; and are not just for specialists but for all individuals. They combine knowledge, skills, values and attitudes.

Assessment

should enable a continuing understanding of the learning of each student, guide that student's development and contribute to subsequent judgement.

•   Adaptive problem solving

•    Ethical decision making

•      Aesthetic perception

  Competency: adaptive experts are capable of varying their behaviours and understanding to address new challenges and situations. They do this by applying what they have learned in one context to another context, drawing on higher-order thinking, learning and decision-making skills, in order to solve complex problems.

  Assessment strategy: explore the extent to which students, drawing on ICT skills, can mobilise multiple competencies in tandem to solve problems, in:

-creative design

-searching for and evaluating information

-managing interpersonal relations

  Competency: wise people seek to understand the context in which a problem is embedded, they explore different possibilities for how an event might unfold and they endeavour to balance multiple interests through searching for compromise (perspectival metacognition)

  Assessment strategy: explore the individual's capacity to reason about a personal or group dilemma. To what extent do they exhibit humility; an ability to balance viewpoints, perspectives and contexts; and an understanding of conflict resolution and compromise? Trained experts score participants against sample responses (novice/expoert)