LEADER 01609nam  22004213  450 
001 9910816044303321
005 20220127033323.0
010   $a92-64-81970-3
035   $a(CKB)5590000000434771
035   $a(MiAaPQ)EBC6638921
035   $a(Au-PeEL)EBL6638921
035   $a(OCoLC)1230149847
035   $a(NjHacI)995590000000434771
035   $a(BIP)078771857
035   $a(EXLCZ)995590000000434771
100   $a20210901d2020      uy             0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aCurriculum Overload A Way Forward
210  1$aParis :$cOECD Publishing,$d2020.
210  4$dİ2020.
215   $a1 online resource (98 pages)
311   $a92-64-91702-0 
330   $aSchools are constantly under pressure to keep up with the pace of changes in society. In parallel, societal demands for what schools should teach are also constantly changing; often driven by political agendas, ideologies, or parental pressures, to add global competency, digital literacy, data literacy, environmental literacy, media literacy, social-emotional skills, etc. This "curriculum expansion" puts pressure on policy makers and schools to add new contents to already crowded curriculum.
606   $aCurriculum planning
615  0$aCurriculum planning.
676   $a375.001
700   $aOECD$01602807
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910816044303321
996   $aCurriculum Overload A Way Forward$94008385
997   $aUNINA