knowledge versus skills

#Vis2040: The Inverted Doughnut Curriculum

How will we use the next twenty five years to develop one of the highest performing school systems in the World?  There is possibly much we can learn from the analogy of the inverted doughnut (Handy, 1991).  This can be applied to the curriculum as well as the role of government in education and our own roles within schools.  It is hopeless to ever try to fully describe and then dictate the whole, there is always a need to leave space to allow professional judgement and distinctiveness to enter into our systems. Continue reading →