Child development, Holistic approach, Measurement, Measurement objectives, Measures (Individuals), Self concept measures, Educational policy, Policy analysis, International comparisons
This policy analysis report captures how cities and countries value, define, and measure Whole Child Development (WCD) - and equivalent - both broadly and in the context of reaching those in extreme adversity. The WCD conceptual framework of this study refers to 11 key themes: values, life skills, social and emotional learning, spirituality, academic knowledge, student engagement, adult support, community, academically challenging learning, safe environments, and health. The report provides insights into the challenges experienced in embedding WCD in education systems and offers evidence around the growing recognition and momentum globally around WCD and holistic learning. One of the key findings from the report is that policy makers are much more motivated to integrate whole child approaches in education policies when they feel confident that this will contribute to improved learning (academic) outcomes. Crucially, the study also found that children and youth facing extreme adversity are recognised by all participating sites, broadly and within a local context, as a priority group deserving of special attention in the education system. The study informs Porticus’ Measuring What Matters (MWM) programme.
Porticus & Australian Council for Educational Research. (2020). Measuring what matters: Insights on the value of Whole Child Development. https://research.acer.edu.au/monitoring_learning/46
Place of Publication
Amsterdam, The Netherlands
Bhutan, Cambodia, Canada, Colombia, Ecuador, Ethiopia, Finland, Gambia, The, Guatemala, Honduras, Japan, Mauritania, Nepal, Panama, Portugal, Russia, Senegal, United States, Vietnam, Republic of the Congo, Korea, South