# data[].attributes.headline
OECD Student voices on Curriculum design

# data[].attributes.subject
OECD Student voices on Curriculum design

# data[].attributes.headline
OECD: The Future of Education and Skills

# data[].attributes.subject
OECD: The Future of Education and Skills

# data[].attributes.headline
Shape of the Australian Curriculum Version 5.0

# data[].attributes.subject
Shape of the Australian Curriculum Version 5.0

# data[].attributes.headline
ACARA's Australian  Curriculum Developmental Process

# data[].attributes.subject
ACARA's Australian  Curriculum Developmental Process

# data[].attributes.attachment_link.readable_text
Our new book is available

"A very thoughtful treatment of the competencies our students need to thrive in today's (and tomorrow's) world. This book will help educators understand and navigate the critical choices we are facing."

# data[].attributes.attachment_link.description
"A very thoughtful treatment of the competencies our students need to thrive in today's (and tomorrow's) world. This book will help educators understand and navigate the critical choices we are facing."

# data[].attributes.headline
Bridging Curriculum Redesign and Implementation

# data[].attributes.subject
Bridging Curriculum Redesign and Implementation

# data[].attributes.headline
International Comparative study Singapore and AC

# data[].attributes.subject
International Comparative study Singapore and AC

# data[].attributes.body
ACARA Strategic Plan 2019–2022 (PDF 152 kb)

# data[].attributes.headline
International Comparative study Finland and AC

# data[].attributes.subject
International Comparative study Finland and AC

# data[].attributes.headline
International Comparative study BCC and AC

# data[].attributes.subject
International Comparative study BCC and AC

# data[].attributes.attachment_link.readable_text
Praise for "Four-Dimensional Education"

From International Organizations:

"Four-Dimensional Education provides a rare and profound strategic conversation about education. By questioning the often-unstated and dated consensus about what young people learn at school, the authors make explicit the systemic boundaries that shape what is learned. Drawing the analytical lines around what is learned can be seen as an invitation to stay within the existing borders or as a challenge to step outside by imagining systemically different goals and organization of learning. Four-Dimensional Education encourages both kinds of innovative thinking."

Riel Miller, Head of Futures,
UNESCO

"The content of any nation's curriculum defines its values and reflects its hopes for future generations. In focussing on the 'what' of curriculum design, Four-dimensional education provides a rich and practical provocation which can inspire policymakers and practitioners."

Joe Hallgarten, Director of Education, and leader of Grand Curriculum Designs,
The Royal Society for the Arts (RSA)

"Four Dimensional Educat ion brings a deeply cogent, synthetic, open-minded conversation to explore one of the key challenges to our society - how to transform our education systems to respond effectively to global 21st century needs and aspirations. USCIB has been privileged to be part of this conversation through a series of sponsored roundtables with the CCR bringing educators together with economists and business to bring new insights and perspectives to help students build the world we want."

Peter M. Robinson, CEO and President,
United States Council for International Business (USCIB)

"What should students learn in an age of search, robotics and artificial intelligence? The acceleration of technology and explosion of information creates the urgent need to rethink an educational system that is traditionally centered on content. Starting with a deep understanding of how modern society and workforce needs are changing, this book challenges us to take a big leap in education curricula to reflect deep competencies, including relevant modern knowledge."

Steve Vinter, Director, Cambridge site,
Google

" A must read for anyone interested in the future of education in a rapidly changing world. The best way to predict the future is to inspire the next generation of students to build it better."

Jim Spohrer, Director of University Programs,
IBM

"This book should be required reading for everyone involved in education and education reform. Fadel and colleagues have developed a unique language and framework map for enabling diverse stakeholders to find commonalities in their differences as well as a collection of tools to aid in developing and comparing innovative systems."

John Abele,
Founding Chairman of Boston Scientific,
Chairman of the Argosy Foundation

"As scientists, humanitarians, engineers, and artists... as lifelong teachers and learners... as parents, and as humans... we owe it to our children to continuously prune our education curriculum, and to feed it with the nutrients of advancement- in ways which our children will encounter them in their careers, and in their lives. We must contextualize our curricula with explicit interdisciplinary constructs that will teach them how to think, how to learn, how to synthesize information and apply critical discernment. In this "living book," the authors lay an analytical and pragmatic foundation for a novel look at K-12 education goals- one that embraces the whole brain, the whole person, and all of society's needs. Four-Dimensional Education poses a healthy challenge to the traditional, less-relevant structures of today's curricula. Let this book be a call to action to all of us to join in CCR's mission, and to become actively involved in shaping the future of Earth."

Kristen Wright, Director, Cisco Research & Open Innovation
Cisco Systems

" Education needs fundamental reform from top to bottom. This book puts square and centre the need for that change at every level of thinking from curricula to pedagogy to assessment-laying out a much needed structure into which the fundamental maths and STEM reforms we are pioneering at computerbasedmath.org can fit."

Conrad Wolfram, founder,
Wolfram Research Europe

From Academic Institutions:

" Four-dimensional education describes a comprehensive framework for what personalized education for the 21st century must be about: comprehensive and adaptive while allowing for choice and local needs, along all dimensions of an education not merely traditional knowledge. Educators and policymakers worldwide owe it to students and societies to rapidly operationalize these dimensions of knowledge, skills, character, and meta-learning."

Todd Rose, Director of the Mind, Brain & Education program at the Graduate School of Education,
Harvard University

" Four-Dimensional Education charts a lucid course between two research frontiers, one assessing how astounding new technologies are reshaping our future job opportunities and skill demands, and the second striving to equip our future workforce (our kids) with the skills to compete and to thrive in that future. Traversing those two frontiers, this book offers a wise and practical set of insights for empowering students and citizens to analyze, communicate, interact, and adapt."

David Autor, Professor of Economics and Associate Department Head
Massachusetts Institute of Technology

"A very thoughtful treatment of the competencies our students need to thrive in today's (and tomorrow's) world. This book will help educators understand and navigate the critical choices we are facing."

Arguably the biggest challenge facing the human race in the 21st century is education, yet few organizations have given this as much thought and analysis as the Center for Curriculum Redesign. What does every child need to know in this age? Our system of education hasn't changed significantly in centuries, yet the knowledge, skills, and character needed now are fundamentally changing. I highly recommend this book to anyone who cares about the future. It is insightful, comprehensive, global, and coherent. It will set the compass direction for the next generation.

Rick Miller, President
Olin College of Engineeering

"Exponential technologies are providing us with extraordinary opportunities for solving the biggest challenges we face, but are also disrupting the old ways of doing things. Four-Dimensional Education establishes a framework for continuous learning that is necessary for youth and adults alike to stay relevant and to thrive in these exponential times."

Rob Nail, Associate Founder & CEO
Singularity University

From Foundations and non-profit Organizations:

"As communities around the world work to ensure that all children have access to the kind of education that enables them to fulfill their true potential, the first question must be, "what are our ultimate aims?" The answers to this question will vary based on community context and culture, and yet these answers must be informed by a sense of global responsibility and an understanding of what the world will require of today's children. This book - a treasure trove from some of the world's foremost educational leaders - provides the latest understanding about the knowledge, skills, character, and meta-learning that will be required for global success. It is an incredible resource for local educators around the world who want to put their students on a path toward shaping the future."

Wendy Kopp, CEO and Co-founder,
Teach For All

Four-Dimensional Education offers a compelling vision for transforming education and how we look at education. In a global economy, driven by nimbleness and innovation, it is increasingly clear that success depends on the transformation of education system. This book challenges us to redefine what we mean by success at all levels of the education system from the foundations of K-12, to the entrance requirements for higher education, to what the workforce can and needs to be.

Matt Williams Vice President, Policy and Advocacy,
KnowledgeWorks Foundation

"Four-Dimensional Education provides a compelling, updated view of why education must change across the globe and what it should look like in the future, building on Fadel's and Trilling's first book, 21st century skills. In clear, easy to understand language, they articulate what 21st century learners need to be successful-a must read for us all."

Dr. Helen Soule, Executive Director of P21,
The Partnership for 21st Century Learning

"We applaud CCR's distillation of vast research on the future of education in this accessible and compelling new book. Four-Dimensional Education is a MUST READ for every globally minded leader and teacher interested in advancing their institutions through innovation. Similarly, parents interested in relevant 21 st century education should read this book as well!"

Heather Hoerle, Executive Director,
Secondary School Admission Test Board

"Reading Four-Dimensional Education and its focus on making education more relevant in a world which is changing exponentially, reminded me of Harold Benjamin's timeless satire, "The Saber Tooth Curriculum", written in 1939. It tells of a fictional prehistoric society where "Saber Tooth Tiger Scaring with fire" is still part of the curriculum" though said tiger is extinct. Fast forward to the 21st century and the accelerating pace of change driven in large measure by the learners of the 20th century who somehow learned to be adaptable, savvy, versatile, collaborative and empathetic - sometimes within formal learning frameworks, often outside. In short they made the curriculum extinct. Instead of being saber-toothed they were laser-focused. By drafting a dynamic framework for learning that adapts to and reflects success, Four-Dimensional Education will serve as a catalyst for lifelong learning and reinvention. The quality of our generational futures hinges on success."

David F. Clune Ph. D, President and CEO
Educational Records Bureau (ERB)

"Our current circumstances cry out for a new model of education. This book provides one and will be a powerful tool in the hands of those committed to preparing their students for the challenges of 21st century life and work."

Ken Kay and Valerie Greenhill, co-founders of EdLeader21
and co-authors of "The Leaders Guide to 21st Century Education: 7 Steps for Schools and Districts"

# data[].attributes.attachment_link.title
Four-Dimensional Education: The Competencies Learners Need to Succeed | Center for Curriculum Redesign

# data[].attributes.attachment_link.description
Read an excerpt... Four-Dimensional Education: The Competencies Learners Need to Succeed October 2015 192 pages Copyright © 2015 by Center for Curriculum Redesign All rights reserved. ISBN-13: 978-1518642562 ISBN-10: 151864256X "A very thoughtful treatment of the competencies our students need to thrive in today's (and tomorrow's) world.

# data[].attributes.headline
Centre for Curriculum Redesign: Charles Fadel

# data[].attributes.subject
Centre for Curriculum Redesign: Charles Fadel

# data[].attributes.attachment_link.readable_text
Contributors

Charles Fadel is a global education thought leader and futurist, author and inventor, with several active affiliations; his work spans the continuum of Schools, Higher Education, and Workforce Development/Lifelong Learning:

Through his 25-year high-tech career, he has witnessed firsthand the disruptive effects of exponential change, which gives him a unique perspective he brings to the world of Education. Among his past affiliations:

Global Education Lead at Cisco Systems for almost thirteen years.

Product marketing and management roles in semiconductors for broadband and wireless applications at Analog Devices and M/A-COM.

Founder of Neurodyne, an ahead-of-its-time startup focused on Neural Networks/Artificial Intelligence.

Visiting practitioner at Harvard's Graduate School of Education in the Mind, Brain and Education program, exploring curriculum redesign issues in an age of artificial intelligence, and teaching the first-ever class on "Human Learning + Machine Learning" (HT510a).

Visiting lecturer at MIT's ESG with an innovative "special topics in mathematics" seminar named "Polymathy: The World in 10 Curves" ES.S20, which he has then taught at Harvard's Graduate School of Education six years in a row, to student acclaim.

Visiting lecturer at Wharton/University of Pennsylvania in the Chief Learning Officer Program.

Senior fellow at the Partnership for 21st Century Skills.

Appointee to the Massachusetts gubernatorial "Commission to Develop an Index of Creative and Innovative Education in Public Schools", and has served on the Massachusetts Governor's Readiness Project as well as its 21st Century Skills task force.

Former angel investor with Beacon Angels in Boston

Charles is a highly sought-after keynoter/presenter at private, national and international events for organizations as varied as the World Economic Forum, UNESCO, World Bank, OECD, Google TechTalk, Gates Foundation, National Science Foundation, World Future Society, NY Times Schools of Tomorrow, International Baccalaureate, ERB, SSATB, ACT, Learning & the Brain, British Council, CEA-ACE (Canada), etc.

He has contributed to and has been featured by media such as National Public Radio (NPR), the Canadian Broadcasting Corporation (CBC), the Huffington Post, eSchool News, Education Week, University Business, Technology & Learning, and many others.

His most recent, ground-breaking book " Artificial Intelligence in Education" has just been published. His former, highly influential book " Four-Dimensional Education" has been translated in ten languages (framework in 20 languages) including Spanish, Portuguese, Russian, German, mandarin Chinese, Japanese and Korean. He is also the co-author of best-selling book " 21st Century Skills " (Wiley) which has become a worldwide moniker, and has been translated in mandarin Chinese (simplified, and traditional), Korean and Russian.

Charles consults selectively with high-potential jurisdictions, schools, universities, corporations and foundations around the globe. He has contributed to education projects in more than thirty countries, including Australia, Brazil, Canada, Chile, Finland, the Netherlands, New Zealand, South Africa, South Korea, Sweden, Switzerland, Tunisia, and the United States, to name a few.

Charles has been awarded seven patents on: video (3), social networking (2), web content (1), and communication (1) technologies. He holds a bachelor of science in electronics with course concentration in quantum/solid-state physics, and a master of business administration in international marketing. He also attended courses in electrical engineering at the master level, with electives in neuroscience and statistics. An avid reader, he has autodidactically learned emerging disciplines such as evolutionary psychology. He also enjoys the lessons of classical history.

Maya Bialik:
is a writer, editor, and research manager at CCR, who is passionate about appropriate interpretation and the application of science at the personal and the policy levels. She has worked at CCR since 2012, during which time she's written numerous papers and co-authored the recent book, Four-Dimensional Education: The Competencies Learners Need to Succeed. She is also co-founder and co-director of The People's Science, a non-profit that improves the relationship between science and society. Maya is also the founder of ImprovWise, through which she leads workshops on science communication, improvisation, and interdisciplinarity. Maya holds a Master's degree in Mind, Brain & Education from Harvard, and her background includes research and writing in complex systems, education, environmental science, psychology, neuroscience, and linguistics, as well as Improv Comedy. Follow her on twitter @mayabialik.

Kirsten Lee Hill, Ph.D.:
Kirsten is a researcher, educator, and entrepreneur who is passionate about making data more accessible and relevant to practitioners; and also bringing more yoga, mindfulness, and self-care into schools. She earned her Ph.D. in Education from the University of Pennsylvania where she studied school turnarounds and led the development of citywide surveys to measure alternative indicators of success in schools. Kirsten is an expert in mixed methods research and researcher-practitioner partnerships. During her studies over the past ten years, she has remained rooted in the realities of the U.S. public school system, spending over 1000 hours working with students and teachers in some of the nation's lowest-performing schools. Currently she partners with innovative organizations and universities to co-create solutions to problems in education and serves as Director of Development for Project Peaceful Warriors, a New Orleans-based non-profit dedicated to bringing yoga and mindfulness tools to local schools and communities.

Dr Wayne Holmes:
Dr Wayne Holmes is an Assistant Professor in Learning Sciences and Innovation, at the Institute of Educational Technology, The Open University (UK). He is also a Visiting Associate Professor at both the Universidade de São Paulo and the Universidade Federal de Alagoas (Brazil), a Visiting Research Fellow at the Advanced Innovation Center for Future Education, Beijing Normal University (China), and a member of the All Party Parliamentary Group for Artificial Intelligence (UK). He holds a PhD in Learning and Technology, from the University of Oxford, an MSc in Education ( Oxford), and an MA in Philosophy. He is also the co-author of two reports about Artificial Intelligence in Education ( Intelligence Unleashed: An Argument for Artificial Intelligence in Education and Technology-enhanced Personalised Learning: Untangling the Evidence), and he led the first-ever AIED ethics workshop, Ethics in AIED: Who Cares?, at the international AIED conference 2018.

Throughout her career, Katherine has advocated for students to receive the highest-quality of education regardless of their zip code or family circumstances. She has championed the strengthening of the teaching profession and the inclusion of educator voices in every aspect of education policy formation and implementation. With these broad goals in mind, she has served as President and CEO of the National Network of State Teachers of the Year, Director of Policy and Partnerships for the Center for Educator Effectiveness at Pearson, and as Director of Educational Relations, Educational Testing Service (ETS).

Among Katherine's many career accomplishments she co-developed: (1) the National Board for Professional Teaching Standards certificates for Library Media and Literacy; (2) the Take One! program booklet (which led to the development of performance-based assessments across the continuum of professional educator practice in several states); (3) the Teacher Leader Model Standards; (4) the Model Code of Educator Ethics; and (5) Teacher Leadership Initiative competencies and Capstone project for the NEA, NBPTS, and CTQ.

Before joining the assessment community, Katherine spent 26 years in the classroom as a middle school librarian and served as New Jersey's 2000 State Teacher of the Year.

Dr Sue is the author of an influential assessment system for teachers which is widespread across schools in England. She has also led the development, regulation and quality assurance of national examinations.

She has been principal adviser on major strategic programmes to reform curriculum and assessment in Oman and Rwanda and has contributed to other international initiatives.

She is recognised as an international expert on reading and its assessment. Her PhD explored language and pedagogy in the classroom. Long involvement in the teaching and learning of literacy and English has led to Dr Sue's roles in a number of international projects on reading and writing, including the Reading Expert group for PIRLS.

Dr Sue is chair of the Royal Society of Arts Academies Trust, a group of schools in the West Midlands which are seeking to develop distinctive ways of teaching and learning. She is on the Board of Governors of Coventry University.

Dr Sue was awarded the MBE by the Queen of England for her work on children and literature. She is on the Board of several charities which aim to bring the joy of reading, writing and literature to young people.

Prior to joining the OECD, she worked as a project manager with a team of educators to establish the LEAF Academy in Bratislava, Slovakia aimed at developing future leaders of the Central European region and co-designed the curriculum aimed at developing students' knowledge, skills and attitudes, preparing them for work and life beyond. While working on the Khan Academy project for the Lemann Foundation in Brazil, she gained experience with educational technology and the importance of its effective implementation.

As a researcher and curriculum expert at CCR, she contributed to the recent book, Four Dimensional Education: The Competencies Learners need to succeed and co-authored paper, Character Education for the 21st Century: What Should Student Learn? She is passionate about 21st century competencies, its integration into the curriculum design and the way curriculum reform and education policy can support this change.

She holds Ed.M in International Educational Policy from Harvard Graduate School of Education, Master of Science in Global Human Resources Management from Pace University and Bachelor of Science in Psychology from Florida Tech.

Tania holds a B.S. in Biology/Genetics from Cornell University and completed all coursework toward a Ph.D. in Biology at MIT.

Dr. John MacCormick:
John MacCormick is a computer science educator, writer, and researcher. He is the author of three books, including Nine Algorithms That Changed the Future: The Ingenious Ideas That Drive Today's Computers and What Can Be Computed?: A Practical Guide to the Theory of Computation. Dr. MacCormick has filed over a dozen US patents on novel computer technologies and is the author of numerous peer-reviewed articles; his Nine Algorithms book has been translated into eight languages. Dr. MacCormick's work spans several sub-fields of computer science, including computer vision, large-scale distributed systems, computer science education, and the public understanding of computer science. He has degrees in mathematics from the University of Cambridge and the University of Auckland, and a doctorate in computer vision from the University of Oxford. Dr MacCormick was a research fellow at Linacre College, Oxford from 1999-2000, a research scientist at HP Labs from 2000-2003, and a computer scientist with Microsoft Research from 2003-2007. Since 2007, Dr. MacCormick has been a professor of computer science at Dickinson College.

Amoura Amine:
Amoura Amine is a teacher, a trainer and an entrepreneur. He is the founder and CEO of Wise Institute for Human Development and Mastery of Technology, a K-12 school where they use a unique turnaround model and implement different pedagogical approaches that are not used in Algeria. In 2016 he was selected by Legacy International as a fellow of the International Professional fellowship Program in Washington DC where he designed a workshop training program working at the nexus of education, innovation and technology. He delivered training and participated in an international leadership conference.
He works on empowering youth and civil society through his involvement in educational quality and organizational management. Mr. Amoura is now a researcher in cognitive sciences - very especially Knowledge Management - logic and concept. His work focus on the creation/delivery of interdisciplinary lessons as well the use of arts (cinema and literature) in classroom. He aims to redesign a new curriculum for a new generation of primary students. Mr. Amoura holds a Masters degree in Networking and Telecomunication from the University of Ibn Khaldoun, Tiaret, Algeria.

Catherine Fukushima:
Catherine Fukushima is a consultant in the areas of art, culture and philanthropy. She works with foundations, museums, arts and education organizations to develop and implement strategies to increase access the arts and culture. Recent projects include managing grant programs, building a donor collaborative, writing strategic program plans, managing a learning community, and conducting program evaluations. Prior to consulting, she was a senior program officer for the New York-based Wallace Foundation, where she was responsible advancing two initiatives of national scope: the Wallace Excellence Awards and Arts for Young People. A leader in the field of museum education, Catherine held positions at The Metropolitan Museum of Art, The Brooklyn Museum and the Museum of American Folk Art. A frequent speaker on non-profit management, Catherine is an adjunct professor with the George E. Heyman for Philanthropy and Fundraising at New York University. She taught previously in Seton Hall University's Museum Professions Graduate Program.

As Founder at Jackrabbit Learning Experience ( jackrabbitlx.com) Jason is focused on partnering with any organization (EdTech startup, K-12, higher ed, corporate, etc) who is starting the process of creating a new and extraordinary educational product or program. Jackrabbit LX's services include strategy consulting, prototyping, testing, advising for sustainably assembling internal teams and external partners, and helping prepare to take a prototype design to scale.

Jason has an MEd in Instructional Design from the University of Massachusetts, Boston. Formerly he was VP of Learning Experience for EqualEd, and VP of Learning Experience Design Services at a Boston-based education design firm. He serves on the advisory board for Brandeis University's graduate program in Instructional Design and Technology, and as a mentor for startups at the LearnLaunch Accelerator.

Brendan Griffen:
Data driven explorer (MIT post-doc). Astrophysicist by training, repurposed for biotechnology. At CCR, Brendan helped build better, data-driven education foundations for students into the 21st century. Activities included:
► natural language processing (e.g. GenSim, nltk, scikit-learn, PATTERN)
► data processing using deep neural networks (e.g. RNNs, LSTMs, manifold learning)
► connecting semantic data and creating ontology networks
► developed tools for designing optimal learning pathways
► web-based tools to navigate large semantic datasets

Noha Mahdi Hayder:
Noha is an education consultant and program developer based in Dubai. With experience in North America and the Middle East, Noha has spent the past two years designing and managing a wide range of learning experiences, including teacher trainings, technology integration programs, STEM camps and adult learning. Noha has a background in Biochemistry and a Master's degree in Mind, Brain and Education from the Harvard Graduate School of Education, and her interests lie in cultivating experiential, interdisciplinary and holistic learning experiences that not only develop cognitive but also social and emotional depth and resilience.
Noha is also the founder of The Mawada Project, an educational social enterprise in the UAE aimed at developing character, compassion, empathy and social responsibility in children and adults through community-service and volunteer work.

Jessica Lin:
Jessica has spent the past two years in the innovation, design and engineering space at Harvard, where she most recently developed and led the Idea Translation Lab in Cape Town , an experiential education and aspirational design fellowship for Harvard students in South Africa. She also serves as a GED instructor with X-Cel Adult Education in Dorchester, Boston. Jessica previously managed the South Africa Fast Growth, a ranking of fast growth companies in South Africa, a part of AllWorld Network, chaired by Professor Michael Porter and was a fellow at The Laboratory at Harvard , a platform for idea experimentation and exhibition in the arts and sciences. Jessica is also a co-founder of sOccket, a soccer ball that harnesses the energy during game play for later use as a source of electricity, and a Popular Mechanics 2010 Next Generation Breakthrough Award winner. Jessica graduated from Harvard University, where she studied Government, African Studies, and Swahili.

Jonathan Martin:
After 15 years as a school-leader for three schools in California and Arizona, Jonathan Martin became a full-time consultant and writer on 21st century learning and assessment in 2012. In the past five years he has consulted to more than thirty schools and more than twenty educational organizations, including Secondary School Admission Test Board (SSATB), Index (owner of the Mission Skills Assessment), National Association of Independent Schools (NAIS), ProExam, Educational Collaborators, the Rhode Island Department of Education, EdLeader21, Blackbaud, and Think Through Math. He is the author of many reports and white papers on the future of assessment and on the effective implementation of innovative assessments for continuous improvement, including user's guides to the OECD Test for School (based on PISA), the Mission Skills Assessment, and the High School Survey of Student Engagement. He is the Vice Chair of the Board for Arizona's City Center for Collaborative Learning. Jonathan holds a BA from Harvard and an MA from the University of San Francisco School of Education; in 2008 he was a Visiting Fellow at Columbia University Teachers College.

Jim Wynn:
Jim Wynn is CEO of Imagine Education and has worked in education since 1976. Jim taught mathematics and computing and was Principal of two secondary schools in England before moving into industry working for Microsoft, Cisco and others in education advisory roles. Working at Government level Jim is proud to augment policy work with real classroom practice and is currently working with the Government of Egypt to roll out a nation-wide scheme to help teachers develop the habits and behaviours of world class teachers. Jim is pationate about the wrk of CCR which is a key force in bringing the school curriculum out of the 19th Century into what is needed for today and is also focussed on developing different strategies to encourage and recognise the development of behaviours in all workers using apps that can capture credits at the point they are demonstrated. Jim holds a first class honours degree in mathematics from the University of Hertfordshire and helps keep honey bees with his wife Mary.

# data[].attributes.attachment_link.description
Contributors Charles Fadel is a global education thought leader and futurist, author and inventor, with several active affiliations; his work spans the continuum of Schools, Higher Education, and Workforce Development/Lifelong Learning: Through his 25-year high-tech career, he has witnessed firsthand the disruptive effects of exponential change, which gives him a unique perspective he brings to the world of Education.

# data[].attributes.headline
International Comparative study New Zealand and AC

# data[].attributes.subject
International Comparative study New Zealand and AC