Miho Taguma has been the project manager of the OECD’s work on early childhood education and care (ECEC), including the OECD Network on ECEC, the international ECEC staff survey, the policy review on transition from ECEC to primary schooling.
She is currently also leading a new OECD initiative, Education 2030, that aims to help countries explore different dimensions of 21st century competencies which modern education systems need to develop in students towards the world in 2030 (Project Phase 1: 2015-2018); and in a later stage (Project Phase 2: 2019 and beyond), help countries explore the learning environments and education systems that can support the development of these competencies. The project will focus on secondary level education, where relevant, including vocational education and training while recognising a life-long learning continuum.
In the past, she has led various policy reviews such as on migrant educaiton, recognition of non-formal and informal learning. During her post at the Centre for Educational Research and Innovation, she worked on “E-learning in Tertiary Education”. She was also involved in the UNESCO-OECD Policy Review of Education Sector for Mauritius as a review team member.
Prior to joining the OECD, she was working in the Education Sector of UNESCO (2002-2003). She was working on intercultural dialogue and education projects.
Climate change, globalisation, technological innovations and other major trends are creating both new demands and opportunities that individuals and societies need to effectively respond to. Schools are required to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that cannot be anticipated. Schools also need to prepare students for a world in which most people will need to collaborate with people of diverse cultural origins, appreciate different ideas, perspectives and values, and decide how to trust and collaborate across such differences. Most school systems today struggle to provide students with a compass and the navigation skills to find their own way through such an increasingly volatile, uncertain, complex and ambiguous world.
The OECD launched a project called “Future of Education and Skills 2030”, with an aim to provide greater clarity and develop practical tools for countries to better anticipate and prepare their instructional systems for the future, including a multidimensional framework of knowledge, skills, attitudes and values which can support countries to design, develop and review their own national instructional systems. The framework aims to support countries to make their curriculum redesign process more systematic and evidence-based, such as to tackle the issue of curriculum overload, curriculum gap between today’s curriculum and what the curriculum should be aspired to look like towards 2030.